Document Type : Original Article


1 1 Sirjan School of Medical Science, Sirjan, Iran, Management and Leadership in Medical Education Research Center, Kerman University of Medical Sciences. Kerman, Iran

2 Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran

3 Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences Kerman, Iran,

4 Integrative Functional Gastroenterology Research Center, Isfahan University of Medical Sciences, Isfahan, Iran


INTRODUCTION: Clinical rounds provide opportunities for medical students to acquire essential
skills to practice medicine in the real world. Although this kind of training is one of the most important
components of medical education, it is replete with barriers in its effective implementation. This study
aimed to investigate medical students’ experiences concerning the barriers and strategies of clinical
rounds in Kerman University of Medical Sciences (KMU).
MATERIALS AND METHODS: This qualitative research was conducted on 12 medical students
in KMU in 2017. Purposive sampling was used and participants in three grades (stagers, interns,
and residents) were selected, and individual semi‑structured interviews were conducted until data
saturation. The average of the interview time differed among the three batches (stagers, 51 min;
interns, 38 min; and residents, 31 min). Content analysis using deductive approach was used for
data analysis. MAXQDA version 10 was used for data analysis.
RESULTS: Data analysis yielded the identification of six themes related to the system of clinical
education, fields of clinical education, clinical environment, educational program, medical teachers,
and medical students concerning the barriers and five themes related to the strategies for clinical
CONCLUSIONS: Findings revealed a deeper understanding of medical students’ experiences. Our
investigation identified multiple challenges embedded in our context and strategies to overcome
them. As teaching in clinical rounds is invaluable, there is a need to take into account the identified
challenges and overcome them. Thus, more effective rounds with higher efficacy toward students’
professional development can be implemented.


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