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Journal of Advances in Medical Education and Professionalism، جلد ۴، شماره ۲، صفحات ۶۴-۰
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عنوان انگلیسی Core components of clinical education: a qualitative study with attending physicians and their residents
چکیده انگلیسی مقاله Introduction: In medical education, particularly in residency courses, most of the training occurs in real clinical environments. Workplace-based learning profoundly affects students’ knowledge, attitudes, and practice; therefore, it should be properly planned. Due to the extensiveness of the clinical environment and its importance in training residents, investigating how residents learn in these environments and detecting factors that influence effectiveness will help curriculum designers to promote residents’ learning by improving their learning environment. Therefore, our qualitative content analysis study, aimed to examine the experiences and perspectives of internal and surgical residents and their attending physicians about learning in clinical settings. Methods: This qualitative content analysis study was conducted through purposeful sampling. Semi-structured interviews were conducted with 15 internal and surgical residents and 15 of their attending physicians at educational hospitals of Tehran University of Medical Sciences. Results: The main categories explored in this study were hidden curriculum, learning resources, and learning conditions. In the context of clinical environment and under its individual culture, residents learn professionalism and learn to improve their communication skills with patients and colleagues. Because of clinical obligations such as priority of treating the patients for education or workload of the attending physicians, residents acquire most of their practical knowledge from colleagues, fellows, or follow-up patients in different learning conditions (such as: educational rounds, morning reports and outpatient clinics). They see some of their attending physicians as role models. Conclusion: Changing cultural and contextual factors is of prime importance to promote a learning-oriented environment in a clinical setting. The present findings will help curriculum planners and attending physicians to improve residents’ learning by means of appropriate workplace planning and by considering the components involved in clinical learning.
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نویسندگان مقاله علیرضا استقامتی | alireza esteghamati
department of internal medicine, faculty of medicine, tehran university of medical sciences, tehran, iran

سازمان اصلی تایید شده: دانشگاه علوم پزشکی تهران (Tehran university of medical sciences)

حمیدرضا برادران | hamidreza baradaran
department of medical education, faculty of medicine, iran university of medical sciences, tehran, iran

سازمان اصلی تایید شده: دانشگاه علوم پزشکی ایران (Iran university of medical sciences)

علیرضا منجمی | alireza monajemi
department of philosophy of science, institute for humanities and cultural studies, tehran, iran


حمیدرضا خانکه | hamid reza khankeh
4department of health in emergency and disaster, university of social welfare andrehabilitation sciences, tehran, iran; 5department of clinical science and education, karolinska institute, stockholm, sweden


مهرناز گرانمایه | mehrnaz geranmayeh
department of medical education, faculty of medicine, iran university of medical sciences, tehran, iran

سازمان اصلی تایید شده: دانشگاه علوم پزشکی ایران (Iran university of medical sciences)

نشانی اینترنتی http://jamp.sums.ac.ir/index.php/JAMP/article/view/466
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