Abstract
Background: Clinical teaching is a vital component of medical education. However, evidence indicates that clinical teaching still confronts numerous challenges, as its quantity and quality are not always desirable. The need for improvement has been emphasized in the planning, teaching, and evaluation of clinical education. Therefore, this study aims to design a customized model of effective clinical teaching for the undergraduate medical program. Methods: A mixed-method study will be conducted in three consecutive phases. The first phase, using a grounded theory approach, explores the lived experiences of clinical teachers and undergraduate medical students concerning effective clinical education in an undergraduate medical program. In the second phase, a systematized review will be conducted on secondary data sources to fill theoretical categories and to extend the theory emerging from the qualitative phase. Finally, in the third phase, a model of clinical teaching will be developed for an undergraduate medical program. Discussion: The findings of this study will offer new insights into the clinical teaching paradigm in developing curriculum, setting policies, designing suitable undergraduate medical-clinical education programs, and developing effective teaching methods. These results will contribute to understanding the challenges of clinical education in an undergraduate medical program.
Highlights
IntroductionClinical teaching is a vital component of medical education. evidence indicates that clinical teaching still confronts numerous challenges, as its quantity and quality are not always desirable
Clinical teaching is a vital component of medical education,[1] and has been considered “the heart and soul of academic medical education”,2 such that its pre-eminence in medical care is associated with high-quality clinical education.[1]
We acknowledge that the small sample in this qualitative study may not be representative of clinical teachers across undergraduate medical programs in Iran
Summary
Clinical teaching is a vital component of medical education. evidence indicates that clinical teaching still confronts numerous challenges, as its quantity and quality are not always desirable. This study aims to design a customized model of effective clinical teaching for the undergraduate medical program. The first phase, using a grounded theory approach, explores the lived experiences of clinical teachers and undergraduate medical students concerning effective clinical education in an undergraduate medical program. Discussion: The findings of this study will offer new insights into the clinical teaching paradigm in developing curriculum, setting policies, designing suitable undergraduate medical-clinical education programs, and developing effective teaching methods. These results will contribute to understanding the challenges of clinical education in an undergraduate medical program. Clinical teaching effectively helps learners improve their clinical skills, clinical reasoning, communication skills, physical examination skills, and procedural and professional skills.[3,4,5,6] It provides opportunities for learners to use four of their senses (hearing, vision, smell, and touch) to learn more about diseases as well as humanistic and ethical aspects of medicine.[5,7] In addition, clinical settings help develop personal advancement and identity among junior doctors in the medical profession.[8,9]
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