Quality Of Clinical Teaching Research Articles

Attitude of Students and Professors Toward Quality of Residency Medical Education at the Selected University of Medical Sciences in Tehran in 2023

Background: Clinical education is one of the most essential components of medical student education, as it significantly impacts students' professional futures and the training of healthcare experts. Objectives: This study aimed to assess the quality of clinical teaching from the perspective of residents and professors at selected medical schools in Tehran city. Methods: A descriptive cross-sectional study was conducted using the census technique on 81 residents and 48 faculty members from internal medicine, surgery, radiology, anesthesia, and physical medicine in 2023. The data collection instrument was a reliable and valid questionnaire. After gathering the data, SPSS software computed the score for each item and reported it as a percentage. Results: The research findings showed that residents reported morning reports are always held in 94% of the internal medicine group and 60% of the surgical group. Additionally, 80% of the residents and 100% of the professors in the surgery department stated that the group held regular mortality and morbidity meetings. Thirty-three percent of radiology and physical medicine residents mentioned that the hospital amenities are of good quality. The residents of the physical medicine department reported that theory classes are always held 83% of the time. Conclusions: According to the present findings, the quality of education in internal medicine and surgical courses is optimal from the perspective of both professors and students. Periodic studies on the sustainability and improvement of current educational conditions are recommended.

Validation of a Clinical Teaching Competency Framework for Physical Therapists: A Mixed-Methods Approach.

A competency framework for clinical teaching in physical therapy was established in a recent study. Validation of competency frameworks requires multiple steps, including consideration of end-user perceptions of value and utility. The purpose of this study was to further validate the clinical teaching competency framework by gathering input specifically from clinical education faculty. This study used an explanatory sequential mixed methods approach to seek input from clinical instructors (CI) and site coordinators of clinical education (SCCE) from diverse practice areas and geographic regions. A survey invited participation from active clinical education faculty, and survey respondents were invited to participate in a focus group. Two focus groups were held via Zoom. Survey responses from those holding roles of CI (59.3%), SCCE (11.3%), and CI/SCCE (29.4%) indicated support for the competency framework, including perceived value to their role (93.1%) and enhancement of quality of clinical education (94.1%). Concern regarding ease of utilization of the framework was indicated by 24% of respondents. There were no statistically significant differences in responses based on role or credentials. The focus groups resulted in an overarching theme of Collective Impact, with 4 subthemes: Assessment, CI development, Implementation, and Guidelines. Clinical education faculty perceive value and utility in the Clinical Teaching Competency Framework. Implementation of the framework into practice should be collaborative and consistent across academic and clinical education programs. This study moves the profession one step closer to use of a competency framework specifically targeted at clinical teaching in physical therapy. Clinical education faculty will be primary users of a competency framework and buy-in from this user group is key to implementation. Continued efforts to validate this framework contribute to addressing the need for CI development and support in delivering excellence in clinical education.

ASSESSING THE ROLE OF EARLY CLINICAL EXPOSURE IN ANATOMY: A PERCEPTION AND FEEDBACK

Introduction: As students enter, they start learning three basic science topics namely Anatomy, Physiology and Biochemistry. Exposing the students to clinical cases as early as first year assists the student to learn relevant anatomy and its importance to medical diagnosis. So the challenge is to include such a method in medical education that would enhance the clinical education quality and one such method is Early Clinical Exposure (ECE). Early Clinical Exposure (ECE) is nothing but preparing the first year MBBS students to meet and learn from the patients. Methodology: Online case based lectures on the 2 topics of ECE were taken for phase I MBBS students of 2019-20 batch in Dr. Ram ManoharLohia Institute of Medical Sciences, Lucknow. Zoom Pro Platform was used after getting approval from Institutional Ethics Committee. For these sessions MCQ based pre and post test was designed to assess the effectiveness of case based approach rather than traditional way of teaching clinical anatomy and their feedback for the ECE was taken voluntarily on 5-pointlikert scale. Total 100 students participated in the study and the mean score of pre and post test was tabulated. Paired T Test was used to calculate the level of significance between pre and posttest of both the sessions. Results: Analysis shows significance difference between pretest and post test scores of the students in both ECE I And ECE II (p-value 0.000). Satisfaction Index was 86% . Conclusion: Early Clinical Exposure may be an effective technique to supplement the traditional teaching and improve the performance, knowledge and motivation due to better comprehension and correlation.

Application of combined teaching method of case-based-learning and clinical pathway in practical gynecological teaching.

To train highly qualified medical talent in 5-year programs and improve students' analytical and problem-solving abilities, it is necessary to change the traditional teaching method. This study introduces the combined teaching method of case-based learning (CBL) and clinical pathway and evaluates its role in practical gynecological teaching. Medical students in a 5-year program who were enrolled in the fourth year were selected as the research subjects; these students were randomized into two groups that separately received either the traditional teaching method or the combined teaching method of CBL and clinical pathway. Before the internship, a questionnaire was administered to explore students' views of internship in gynecology, and after the internship, the questionnaire was administered to assess the two teaching methods. Furthermore, theoretical and skill tests were performed both before and after the internship. A total of 206 medical students in a 5-year program who were in their fourth year were enrolled in the study. Students in the experimental group performed significantly better than those in the control group. They performed significantly better in the postinternship test than in the preinternship test (P < 0.001). The questionnaire showed that more students in the experimental group thought that their learning interests, clinical skills, case analysis ability, clinical communication ability, understanding of theoretical knowledge and clinical thinking ability had improved and significantly differed between the two groups (P < 0.05). Compared to traditional teaching methods, combined teaching method of CBL and clinical pathway can elevate students' academic performance, improve their learning enthusiasm and help promote clinical teachers' teaching quality. Additionally, this novel method is effective in facilitating the achievement of teaching objectives and improving the quality of talent training. Therefore, the combined teaching method of CBL and clinical pathway should be popularized and applied in gynecological practice.

Constructing an evaluation index system for clinical nursing practice teaching quality using a Delphi method and analytic hierarchy process-based approach

BackgroundThe key step in evaluating the quality of clinical nursing practice education lies in establishing a scientific, objective, and feasible index system. Current assessments of clinical teaching typically measure hospital learning environments, classroom teaching, teaching competency, or the internship quality of nursing students. As a result, clinical evaluations are often insufficient to provide focused feedback, guide faculty development, or identify specific areas for clinical teachers to implement change and improvement. Therefore, the purpose of our study was to to construct a scientific, systematic, and clinically applicable evaluation index system of clinical nursing practice teaching quality and determine each indicator’s weight to provide references for the scientific and objective evaluation of clinical nursing practice teaching quality.MethodsBased on the “Structure-Process-Outcome” theoretical model, a literature review and Delphi surveys were conducted to establish the evaluation index system of clinical nursing practice teaching quality. Analytic Hierarchy Process (AHP) was employed to determine the weight of each indicator.ResultsThe effective response rate for the two rounds of expert surveys was 100%. The expert authority coefficients were 0.961 and 0.975, respectively. The coefficient of variation for the indicators at each level ranged from 0 to 0.25 and 0 to 0.21, and the Kendall harmony coefficients were 0.209 and 0.135, respectively, with statistically significant differences (P < 0.001). The final established index system included 3 first-level, 10 second-level, and 29 third-level indicators. According to the weights computed by the AHP, first-level indicators were ranked as “Process quality” (39.81%), “Structure quality” (36.67%), and “Outcome quality” (23.52%). Among the secondary indicators, experts paid the most attention to “Teaching staff” (23.68%), “Implementation of teaching rules and regulations (14.14%), and “Teaching plans” (13.20%). The top three third-level indicators were “Level of teaching staff” (12.62%), “Structure of teaching staff” (11.06%), and “Implementation of the management system for teaching objects” (7.54%).ConclusionThe constructed evaluation index system of clinical nursing practice teaching quality is scientific and reliable, with reasonable weight. The managers’ focus has shifted from outcome-oriented to process-oriented approaches, and more focus on teaching team construction, teaching regulations implementation, and teaching design is needed to improve clinical teaching quality.

Current situation and influencing factors of high-level role conflict among clinical teachers: A cross-sectional study.

Role conflict is defined as pressures resulting from multiple job requirements that are perceived as incompatible. The purpose of this population-based cross-sectional study was to explore the current situation and influencing factors of high-level role conflict among clinical teachers at 4 affiliated hospitals of 3 medical universities in southern China. A self-administered online questionnaire was used for data collection through an online survey platform. Chi-square tests were used to determine significant differences for categorical variables. Binary logistic regression analysis models were performed for exploring the influencing factors of role conflict in clinical teachers. A total of 208 clinical teachers successfully completed the questionnaires. Of the respondents, 41.3% reportedly had high-level role conflict, and 58.7% had low-level role conflict. The study found that primary, intermediate, and deputy senior professional title, having a leadership position in the department, and devoting a lot of time to teaching work were associated with an increasing risk of the occurrence of high-level role conflict (all P < .05). However, undertaking moderate or few/very few clinical teaching workloads, keeping clinical teachers informed of the teaching requirements, getting guidance and help from colleagues, and thinking of the teaching work as their obligation were significantly associated with decreasing risks of high-level role conflict (all P < .05). Teaching management departments in hospitals might carry out regular and systematic professional training for clinical teachers to effectively decrease role conflict and improve the quality of clinical teaching.

Translation and psychometric evaluation of composite feedback-seeking behavior questionnaire among Iranian medical residents

BackgroundProactively seeking feedback from clinical supervisors, peers or other healthcare professionals is a valuable mechanism for residents to obtain useful information about and improve their performance in clinical settings. Given the scant studies investigating the limited aspects of psychometrics properties of the feedback-seeking instruments in medical education, this study aimed to translate the feedback-seeking behavior scales (frequency of feedback-seeking, motives of feedback-seeking, and promotion of feedback-seeking by supervisors) into Persian and evaluate the psychometric properties of the composite questionnaire among medical residents at Tehran University of Medical Sciences in Iran.MethodsIn this cross-sectional study, feedback-seeking behavior scales were translated through the forward–backward method, and its face validity and content validity were assessed by 10 medical residents and 18 experts. The test-retest reliability was evaluated by administering the questionnaire to 20 medical residents on two testing occasions. A convenience sample of 548 residents completed the questionnaire. Construct validity was examined by exploratory factor analysis and confirmatory factor analysis and concurrent validity was determined by Pearson’s correlation coefficient.ResultsContent validity assessment showed that the CVR (0.66 to 0.99) and CVI (0.82 to 0.99) values for items and S-CVI values (0.88 to 0.99) for scales were satisfactory. The exploratory and confirmatory factor analysis demonstrated that the models were confirmed with eight items and two factors (explaining 70.98% of the total variance) for the frequency of feedback-seeking scale, with 16 items and four factors (explaining 73.22% of the total variance) for the motives of feedback seeking scale and with four items and one factor (explaining 69.46% of the total variance) for promotion of feedback-seeking by supervisors. AVE values greater than 0.5 and discriminant validity correlations significantly less than 1.0 demonstrated that the total scores of the composite feedback-seeking behavior questionnaire had a favorable fit and the questions could fit their respective factors, and the latent variables were distinct. We found positive and significant correlations between the three scales and their subscales.ConclusionThe results of the present study supported the validity and reliability of the Persian composite feedback-seeking behavior questionnaire for assessing feedback-seeking behaviors in medical residents. Applying the questionnaire in residency programs may enhance the quality of clinical education.

Analyzing the Drivers of Clinical Teaching Doctors Performance and Quality of Medical Graduates

This study uses descriptive verificative approach to determine, analyze, and examine the influence of competence, organizational commitment, and motivation on clinical teaching doctor performance and its implication for quality of medical graduates at the Faculty of Medicine of Association of Indonesian Medical Education Institutions (AIPKI) Region III. This study is carried out using causal explanatory survey to examine the causal relationship between independent, intervening, and dependent variables using path analysis. The research sample is 185 clinical teaching doctors, which is chosen using proportional random sampling. The data obtained is first analyzed for validity and reliability, and is then tested for the hypothesis using path analysis. The findings indicate that competence, organizational commitment, and motivation partially has a positive and significant influence on clinical teachning doctor performance. Furthermore, it is also found that competence, organizational commitment, and motivation simultaneously have positive and significant influence on clinical teaching doctor performance. This implies that when the competence, organizational commitment, and motivation of clinical teaching doctor increase, this will lead to higher performance. In addition, this study found that clinical teaching doctor performance has a positive and significant influence on quality of graduates.

Status and related factors of professional growth among young nursing talents: a cross-sectional study in China

BackgroundThe shortage of nurses has been a global human resources problem. A good professional growth environment is essential to developing potential nursing students and attracting nurses to join, and it has great significance in reducing nurse turnover. However, nurses’ comprehensive perceptions of professional growth have not yet been examined.MethodsA cluster sampling method was used to conduct a professional growth questionnaire survey on young nursing talents from a large Chinese public tertiary A hospital in March 2022.ResultsThe score of professional growth among 243 young nursing talents was 57.92 ± 9.607, with a scoring rate of 77.23%. The scores for dimensions of professional growth, from lowest to highest, were rehabilitation growth, promotion speed, professional goal progress, and professional ability development. Attitudes towards participating in training, service as the quality manager or clinical teacher, self-efficacy, professional title, work-family support, education, and organizational commitment of young nursing talents were significantly associated with professional growth.ConclusionThe professional growth of young nursing talents was at a moderate level and needed to be strengthened. Nursing leaders and managers are expected to develop management practices to enhance young nursing talents’ professional growth in combination with the related factors.

The association between quality of clinical education and assertiveness in operating room and anesthesia nursing students: A cross-sectional study

BackgroundAssertiveness provides a nurse with the foundation for establishing successful relationships with patients, family members, and healthcare team members. Clinical education creates a unique opportunity to prepare students for professional identity because knowledge alone is not enough to provide safe care, and without clinical education, training efficient and competent people will be very difficult and impossible. This study aimed to determine the association between the quality of clinical education and assertiveness of operating room and anesthesia students. MethodIn this analytical cross-sectional study, 230 students who were in the second year of undergraduate education participated. The research was conducted in the 2022 academic year at the Department of Nursing School, Shiraz University of Medical Sciences. Clinical Education Quality Assessment Questionnaire and Gambler and Ritchie Assertiveness Questionnaire were data collection instruments. Statistical methods used included descriptive statistics such as mean, standard deviation, independent t-test, Chi-square test, and regression analysis. ResultsOut of 230 students participating in this study, 103 were operating room nursing students, and 127 were anesthesia nursing students. One hundred forty-one students were female, and 89 were male, 79 % of whom were aged 18–32 years. A significant relationship was found between the quality of clinical education and interest in the field, the number of children, and employment during education (P = 0.01). Also, a significant relationship was observed between decisiveness and the main variables (P = 0.01). The correlation analysis results showed students who scored higher on assertiveness had reported the quality of their clinical training higher (r = 0.23, p < 0.001). ConclusionAssertiveness as a communication style can play an important role in improving performance and quality of care in tense, stressful care settings. Improving assertiveness can be considered as a useful factor in the clinical training of the operating room and anesthesia nursing students. Therefore, it is suggested that the instructors should include instruction on assertiveness in nursing education courses.

Nursing Instructors’ and Students’ Experiences of Transition from Face-to-Face Education to Virtual Education during the Coronavirus Disease 2019 Pandemic

Introduction. The coronavirus disease 2019 (COVID-19) pandemic necessitated the suspension of most educational activities and a shift from face-to-face (FTF) education to virtual education (VE). These changes were associated with new educational experiences for both instructors and students. This study aimed to explore nursing instructors’ and students’ experiences of VE during the COVID-19 pandemic. Method. This descriptive qualitative study was carried out in 2021. Participants were 21 bachelor’s, master’s, and Ph.D. nursing students and six nursing instructors purposively selected from the Faculty of Nursing and Midwifery of Tehran University of Medical Sciences, Tehran, Iran. Data were gathered through FTF or online in-depth semistructured interviews and were analyzed through conventional qualitative content analysis as proposed by Graneheim and Lundman (2004). Results. Eight subthemes and three main themes were developed during data analysis. The main themes and subthemes were VE as a double-edged sword (VE as a threat, VE as an opportunity, and necessity to improve VE), weaknesses in clinical education (reduced quality of clinical education and necessity to compensate for students’ retarded clinical learning), and reduced reliability of virtual student evaluation (cheating as a problem of virtual evaluation, stresses and tensions of virtual evaluation, and necessity to use new strategies in virtual evaluation). Conclusion. Despite the different shortcomings and challenges of VE during the COVID-19 pandemic, educational experiences gained in this period can be used to improve the quality of nursing VE in future epidemics and pandemics.

DRIVE for Health Equity: Tailoring Quality Improvement, Clinical Education, and Community Engagement to Improve Type 2 Diabetes (T2DM) Outcomes for Minoritized Communities in Oakland, California

Background: Type 2 Diabetes Mellitus (T2DM) is influenced by various factors, with racial and ethnic minorities experiencing higher prevalence. Existing diabetes management programs focus on primary prevention, often neglecting optimal hemoglobin A1C (HbA1c) management for individuals with prediabetes. Consistent HbA1c monitoring is crucial for comprehensive care. This study highlighted the need for secondary prevention and community collaboration to enhance health equity for individuals with T2DM. The DRIVE program, conducted by the National Minority Quality Forum's (NMQF) Center for Sustainable Health Care Quality and Equity (SHC), aimed to improve health outcomes for individuals with Type 2 Diabetes Mellitus (T2DM) in Oakland, CA. Building on prior successes in New Orleans, Los Angeles, and Queens, NY, DRIVE employs a flexible and sustainable approach that integrates quality improvement strategies at clinic sites, focusing on patient and community engagement. The study addressed barriers to medication adherence, provided Diabetes Self-Management Education and Support (DSMES), fostered community partnerships, and utilized culturally appropriate resources. The program's impact was evaluated through changes in HbA1c levels and community participation. Methods: A pre-and post-test design was used, targeting patients of Baywell Health, Oakland, CA, aged 18 and older with initial HbA1c levels greater than 9%. The intervention, developed using SHC’s DRIVE program, included components such as food distribution events, workflow enhancements, identification and mitigation of medication adherence barriers, rapid cycle improvement processes, community educational sessions, and the creation of patient resources. This two-year study implemented four Plan-Do-Study-Act (PDSA) cycles, each lasting 2-4 months, following a three-month planning phase. HbA1c levels were measured at baseline, six months after implementation, and again at 18-month follow-up. Statistical Analysis Univariate analyses described demographic data, while paired sample t-tests assessed changes in HbA1c levels. Independent sample t-tests and ANOVA with pairwise comparisons were used to determine group differences. Results: Among the 255 participants, 58% identified as female and 42% as male. The majority were Black/African American (64%) and 73% were Non-Hispanic/Latino/a, with a mean age of 55.4 years. HbA1c levels were significantly reduced from an average of 10.3±1.4 to 9.4±2.1 at follow-up. Participants who enrolled the longest showed greater reductions. Community initiatives reached over 600 individuals, demonstrating the program's effectiveness in building partnerships and sustainability. Conclusion: SHC’s DRIVE program improved T2DM outcomes through community involvement, quality improvement, and culturally tailored education. This initiative highlighted the importance of addressing health inequities and barriers in diabetes care through culturally sensitive techniques and sustained interventions. DRIVE effectively reduced disparities and promoted sustainable health outcomes among minority groups. Collaborative efforts enhanced trust and demonstrated the advancement of health equity through tailored interventions, with DRIVE providing a flexible and sustainable framework for tailoring interventions to community needs. These findings underscored the need for individualized, culturally competent diabetes care, continuous education, community engagement, and equitable resource access to support communities of color and ethnic minorities in managing T2DM effectively.

Challenges of Clinical Education: From the Perspective of Clinical Instructors and Clinical Staffs at Dire Dawa University, Dire Dawa, Ethiopia, Qualitative Study.

To explore the challenges of clinical education from the perspective of clinical instructors and clinical staff at Dire Dawa University College of Health Science. An institutional-based phenomenological qualitative study was conducted. Clinical instructors and staff provided data through in-depth interviews and key informant discussions, which were facilitated by a semistructured tool and a voice recorder. A total of 17 participants, including 11 in-depth interviews (IDIs) with clinical instructors (including two key informants) and six IDIs with clinical staff were included in this study. A purposive sampling method was used to select study participants, and the data were analyzed thematically using the computer-assisted qualitative data analysis software Atlas.ti7. The thematic analysis with an inductive approach involves six steps: familiarization, coding, generating themes, reviewing themes, defining and naming themes, and writing. Clinical instructors and clinical staff noted a number of challenges in clinical education, including insufficient medical equipment, low incentives, clinical site repetition, unfavorable clinical practice sites, lack of communication from instructors, skill attrition, lack of orientation for instructors and students, client/patient unwelcomingness, uncooperative healthcare workers, and poor university cooperation. The aforementioned issues contributed to the quality of clinical education and its desired impact, as outlined in this research. A multidisciplinary and collaborative effort is needed to address these challenges.

Experiences of Surgical Technology Students of Their First Appearance in the Operating Room

Background: Clinical education is a critical stage of education and plays a major role in shaping students’ professional competencies. The clinical learning environment has a complex nature and has a significant impact on students, especially newly admitted ones. Thus, the initial experience in clinical settings will significantly affect the student’s performance. To this end, this study sought to explore the experiences of surgical technology students of their first appearance in the operating room. Methods: This qualitative study was conducted using a descriptive phenomenological approach. The participants were 15 secondand third-semester students of surgical technology who entered the study through purposive sampling. The data were collected through individual interviews. Data analysis was performed simultaneously with data collection through Colaizzi’s seven-step content analysis method. Results: A total of 101 primary codes were extracted from the collected data. The extracted codes were grouped into 7 subcategories. After removing duplicate codes, 3 main themes were revealed from the participants’ experiences (conflicting perceptions in the learning environment, preparedness before attending the operating room, and feelings and emotions). Conclusion: The students’ experiences of their first appearance in the operating room indicated that their expectations changed compared to what they imagined. The stressful nature of surgical technology and the students’ experiences when starting the internship highlight the need for some necessary measures to prepare students before entering the hospital and to improve the quality of clinical education for these students.

Construction of nursing-sensitive quality indicator system for cardiac rehabilitation of patients undergoing percutaneous coronary intervention based on structure-process-outcome model

BackgroundCoronary heart disease (CHD) is a cardiovascular disease with high mortality. At present, percutaneous coronary intervention (PCI) is considered as the main effective treatment for CHD due to less trauma, shorter course of treatment, and better curative effect. However, PCI alone is not a permanent cure, so cardiac rehabilitation (CR) is needed for a supplement. Nowadays, the evaluation of the nursing-sensitive quality of CR after PCI focuses on the outcomes of patients, lacks a complete evaluation indicator system, and is prone to problems such as nursing management imbalance.ObjectiveA scientific, sensitive, comprehensive and practical nursing-sensitive quality indicator system based on the structure-process-outcome model was constructed to provide a reference for evaluating nursing-sensitive quality of CR after PCI.MethodsFirstly, through literature analysis and semi-structured interview, the indicator system was collected, screened and determined. Then, the framework of the indicator system was established, and the draft of nursing-sensitive quality indicator system of CR after PCI was formed. Subsequently, the nursing-sensitive quality indicator system of CR after PCI was initially established using Delphi method. Finally, the specific weight was determined by analytic hierarchy process (AHP), and the nursing-sensitive quality indicator system of CR after PCI was established and perfected.ResultsTwo rounds of expert consultations were separately given 15 questionnaires, and all these questionnaires were returned, with a questionnaire response rate of 100%. Such result indicated that experts were highly motivated. Besides, the authoritative coefficients for two rounds of expert consultations were 0.865 and 0.888, and the coordination coefficients were 0.491 and 0.522, respectively. Hence, the experts’ authority and coordination were high and the results were reliable. After the second round of expert consultation, the nursing-sensitive quality indicator system of CR after PCI was established, eventually. This system consisted of 3 first-level indicators (structural indicator, process indicator and outcome indicator), 11 s-level indicators and 29 third-level indicators.ConclusionA relatively complete and reliable nursing-sensitive quality indicator system of CR after PCI has been established in this study. Such system is scientific and reliable and can provide a reference for the evaluation of clinical teaching quality of CR after PCI.

Psychometric evaluation of Maastricht clinical teaching questionnaire based on the cognitive apprenticeship model.

The Maastricht Clinical Teaching Questionnaire is a valid and reliable instrument for measuring the quality of clinical teaching. This study was aimed at translation and psychometric evaluation of the Persian version of this questionnaire to evaluate clinical teaching based on the cognitive apprenticeship model. The translation of the questionnaire was performed according to Guillemins framework. Reliability was examined by calculating Cronbach's alpha coefficient. Confirmatory factor analysis was studied among 120 medical students. Content validity was assessed by calculating the content validity index and content validity ratio. Face validity was evaluated by conducting interviews with students using concurrent verbal probing and thinking aloud. Cronbach's alpha coefficient for the whole scale was 0.95. The content validity index was 0.92, and the content validity ratio was 0.82. Confirmatory factor analysis resulted in a seven-factor model and demonstrated an adequate fit with the data. The Persian version of the Maastricht Clinical Teaching Questionnaire with seven factors including modeling, coaching, scaffolding, articulation, reflection, exploration, and learning environment appears to be a valid and reliable instrument for the evaluation of clinical teaching in Iranian universities of medical sciences.

Investigation of Views and Experiences of Medical Interns on the Facilitating and Inhibiting Factors Affecting the Quality of Education in the Clinical Education System

Introduction: Clinical education is the most important part of medical education that provides a golden opportunity for medical students to combine their theoretical mix with the clinical environment, and this is important in the countries of the style of the arena of medicine Special attention is paid. Therefore, this study was conducted to examine the views and experiences of medical students as facilitators and inhibitors of clinical education quality.&#x0D; Methods: This is qualitative research and a phenomenological approach was used. The study population consisted of medical students of Kerman University of Medical Sciences. Target-based sampling was performed on 40 medical students. The method for collecting information was a deep interview with the participants. The data were analyzed by the Colaizzi method.&#x0D; Results: Two initial codes were extracted in the form of two main themes (facilitating and inhibiting factors) and 10 sub-themes including providing motivational patterns and creating interest in interns, the high scientific and educational level of attending professors, use of technology, authorizing more responsibility, inappropriate treatment, inappropriate educational planning, inappropriate evaluation method, low-quality mornings, lack of facilities, and overwhelming of some wards were classified.&#x0D; Conclusion: Considering these factors, it is possible to raise the quality of clinical education to the highest possible level and educate responsible and responsible physicians for generations.

포스트 코로나 시대 준비를 위한 임상실습 교육 고찰

Objectives This study aimed to examine clinical clerkship education in the COVID-19 era and gather fundamental information for setting the direction of clinical clerkship education in the post-COVID era.&#x0D; Methods This study focused on the minutes of the ‘Clinical clerkship Advancement Conference’ held in December 2022 and the ‘2023 Clinical clerkship Improvement Plans’ submitted by each clinical clerkship department at E-Medical School in Seoul. The study employed the Focused Group Interview analysis method.&#x0D; Results First, when examining the factors that influenced clinical clerkship education during the COVID-19 peri-od, a total of 8 categories and 17 subcategories were identified in two domains: positive factors of clinical clerkship education and negative factors of clinical clerkship education. Second, when examining the improvement plans for clinical clerkship education in preparation for the post-COVID era, a total of 6 categories and 23 subcategories were derived from three domains: efforts for pre-implementation education improvement, efforts for operational improvement of clinical clerkship education, and long-term improvement. Third, when exploring the requirements for clinical clerkship in the post-COVID era, a total of 6 categories and 11 subcategories were identified in two do-mains: recommendations for clinical clerkship education in the post-COVID era and necessary support for clinical clerkship education in the post-COVID era.&#x0D; Conclusions This study examined the clinical clerkship education conducted during the COVID-19 period and de-rived implications for improving clinical clerkship in the post-COVID era. The findings of this study will serve as foundational data for future improvements in clinical clerkship education and ultimately contribute to enhancing the quality of clinical clerkship education.

Research on the Innovative Path of Student Management in Universities-Based on the Perspective of Medical Intern Mentoring System

Universities are important professional talent training bases in China. Promoting the reform and innovation of student management in universities is a solid foundation and strong guarantee for cultivating talents of the new era who possess both moral integrity and talent, and are fully developed. Currently, the traditional management of college students lags behind, teachers lack enthusiasm for teaching, and students lack the ability to learn independently. In order to improve the level of student management and the quality of clinical internship teaching, this article focuses on the opportunities and challenges faced by university student management work, always adhering to the logical mainline of high-quality talent cultivation, and starting from the research background, existing problems, influencing factors, and countermeasures of the internship supervisor system, constructing a student-centered clinical teaching concept and establishing a diversified teaching quality evaluation system. It’s important to standardize the rules and regulations of the mentor system, innovate teaching ideas, improve the assessment and incentive mechanism of the mentor system for medical interns, continuously improve the hospital teaching system, establish a suitable teaching management system, enhance the effectiveness of university student management work, and serve the cultivation of high-quality talents.

Effect of the COVID-19 pandemic on the quality of clinical education from the students' view of Tabas School of Nursing: Short Communication

Effect of the COVID-19 pandemic on the quality of clinical education from the students' view of Tabas School of Nursing: Short Communication