Designing a non-clinical model of professionalism in education for faculty members of a medical sciences university in Iran: A grounded theory study

Background: Today, professionalism is considered a competitive advantage and its observance at a university is the guarantee of the teaching -learning process in education. The purpose of this study was to design an educational model of professionalism for faculty members at the Tabriz University of Medical Sciences. Methods: This grounded theory study was conducted using a qualitative approach in 2018. The participants of this study were 16 faculty members of the Tabriz University of Medical Sciences. Sampling was purposeful and continued until data saturation. Data was collected by semistructured interviews. Two methods of reviewing participants and reviewing non-participant experts were used in the data validation. Interview data were analyzed by Strauss and Corbin method. Results: The central core theme of the present study is that ethics in non-clinical education can be categorized in four components: personal characteristics, social interactions, teaching skills, and professional characteristics. Based on casual, contextual and interaction conditions, some strategies were developed and the final model is based on this information. Conclusion: Considering the positive implications of professionalism, increasing productivity in the university, the educational system dynamism, promoting professionalism and developing strategic plans, authorities must focus more on academic and social infrastructure to achieve educational quality and social trust.

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Motivational journey of Iranian bachelor of nursing students during clinical education: a grounded theory study

Nursing and Health Sciences ◽

10.1111/nhs.12041 ◽

2013 ◽

Vol 15 (3) ◽

pp. 340-345 ◽

Cited By ~ 5

Author(s):

Nasrin Hanifi ◽

Soroor Parvizy ◽

Soodabeh Joolaee

Keyword(s):

Grounded Theory ◽

Nursing Students ◽

Clinical Education ◽

Grounded Theory Study

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Exploring the challenges and ethical requirements of medical sciences education during COVID-19: a qualitative study

Journal of Medical Ethics and History of Medicine ◽

10.18502/jmehm.v14i30.8366 ◽

2022 ◽

Author(s):

Ghobad Ramezani ◽

Maryam Aalaa ◽

Farzaneh Zahedi ◽

Seyed Kamran Soltani Arabshahi ◽

Davood Rasouli ◽

...

Keyword(s):

Clinical Education ◽

Poor Performance ◽

Structured Interview ◽

Faculty Members ◽

Ethical Challenges ◽

Clinical Environment ◽

Medical Sciences ◽

Mental Health Patient ◽

Education Environment ◽

Large Audience

The controversial role of ethics in clinical education and its ability to draw the attention of a large audience is inevitable. The issues and challenges of the COVID-19 pandemic have transformed the clinical education environment. This study was conducted to explore the challenges and ethical requirements of medical sciences education during the COVID-19 pandemic in 2020. The study was qualitative research and the instrument was a semi-structured interview. The participants included faculty members of the basic and clinical Sciences at Iran University of Medical Sciences. After 16 rounds of interviews, theoretical saturation was achieved. Qualitative data were analysed using conventional content analysis, which resulted in 81 preliminary codes and 28 sub-categories. Finally, two themes of "ethical challenges" and "ethical requirements", and 10 categories were achieved. The sub-categories were consisted of "being patient-centred", "social accountability of curriculums", "ethical challenges of the clinical environment", "the poor performance of the clinical faculty members and students", "being justice-centred", "raising awareness", "observing clinical research ethics", "preservation and promotion of mental health", "patient confidentiality", and "respect for individuals". We hope the ethical challenges in medical education that were created due to the emergence of Covid-19 can be reduced and eliminated by defining a framework for ethical requirements.

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Second Teachers’ Training Workshop: Feedback of the Participant Faculty Members

Journal of Universal College of Medical Sciences ◽

10.3126/jucms.v9i02.42022 ◽

2021 ◽

Vol 9 (02) ◽

pp. 89-93

Author(s):

Rano Mal Piryani ◽

Suneel Piryani ◽

Narayan Gautam

Keyword(s):

Group Work ◽

Faculty Members ◽

Development Programs ◽

Training Workshop ◽

Medical Sciences ◽

Teaching Learning ◽

Almost All ◽

Teachers Training ◽

And Training ◽

Structured Questionnaire

INTRODUCTION: Teachers training is amongst the faculty development programs that facilitates in acquiring, and updating educational skills, thereby improving teaching learning practices. Universal College of Medical Sciences (UCMS) Bhairahawa, Nepal organized second teachers training workshop in September 8-13, 2019. The objective of this study was to seek the immediate reaction of the participant faculty members and assess it MATERIAL AND METHODS: The valid semi-structured questionnaire was used for taking feedback of the participants. The questionnaire was composed of four parts: A) demographic information, B) overall feedback on training workshop, C) feedback on specific group of sessions and D) Feedback regarding strengths, area for improvement, immediate impact and application in practice. Data was analyzed using SPSS version 21. RESULTS: The participants rated training on scale 1-10 (1=poor, 10=excellent) regarding its usefulness (7.88±1.58), content (7.44±1.55), relevance of session & content (7.69±1.49), facilitation (7.25± 1.69) and training as overall (7.94± 1.44). The rating was notable. The rating on Likert scale 1-4 (1= not important, 4= extremely important) for “sessions on curriculum” (3.38±0.50), “sessions on teaching/learning methods” (3.25±0.68), “sessions on PBL” (3.06±0.68), “sessions on microteaching” (3.56±0.51) and sessions on assessment (3.19±0.75) was also remarkable. All participants strongly agreed (4.00±0.0), training has transformed them as better educator. The participants shared adequate content delivered systematically, group work exercises were best resources, and resource persons were friendly and competent, and suggested to reduce time of training and include more group work. Almost all participants except one perceived training has enormous impact on them academically, professionally and personally and all committed what’s learnt/acquired will apply in practice. CONCLUSION: Overall, reaction of the participants was constructive and they acknowledged the importance of training and agreed training has transformed them as better educators. Almost all participants perceived training has immense impact on them academically and they committed what’s learnt will apply in practice.

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