. Maria Shaterjalali; . Tahereh Changiz; . Nikoo Yamani
Volume 8, Issue 10 , October 2018, , Pages 1-7
Abstract
INTRODUCTION: As an integral and the most important part of medical education, clinical educationprovides the opportunity to prepare medical students as professionals. This study explores ...
Read More
INTRODUCTION: As an integral and the most important part of medical education, clinical educationprovides the opportunity to prepare medical students as professionals. This study explores thestandpoints of informants concerning the optimal conditions for clinical education and its components,including learning opportunities, clinical settings, and clinical tutors, with the aim to improve clinicalteaching and standards.METHODS: The study design is built on qualitative content analysis with the directed approach. Theparticipants were selected using purposive sampling with maximum variation, and the data werecollected through online focus group discussion (FGD) and semi‑structured individual interviewsconducted either face‑to‑face or on the telephone.RESULTS: Twenty vice‑chancelleries of education and medical education planners from across thecountry participated in this study. Concepts resulted in four main categories: educational settings,tutors, creating learning opportunities, and learning situations. The concepts were sorted into 15subcategories, also 21 subclass 1 and 14 subclass 2. The most extensive subcategories comprisedvariety of educational settings, teaching team conditions, and learning strategies.CONCLUSION: Optimal conditions for clinical education are associated with the use of educationalsettings close to the real workplace of general practitioners such as general inpatient settings,outpatient settings, and emergency department. Moreover, optimal conditions require the provisionof learning opportunities by organized team of tutors and team member empowerment along withpolicy‑making and planning on the national scale by the Ministry of Health in consideration of localconditions.
