Mohammad Amir Shahkarami, Zabiollah Abedi, Tahereh Changiz, Pooneh Memar Ardestani, Farzad Fatehi,
Volume 6, Issue 2 (Autumn 2006)
Abstract
Introduction: In order to adjust medical students’ education with their professional needs, the educational managers in Isfahan Medical University decided to design a specific course for teaching Emergency Medicine. This study was done to determine the viewpoints of experts concerning minimum educational needs in emergency departments during general medical education. Methods: This cross-sectional study was performed in Medical University of Isfahan in 2003. The data was collected through three phases. In the first phase, the viewpoints of 30 interns, residents and general practitioners about minimum educational needs in emergency departments were gathered using open ended questions. Then a questionnaire was developed based on the results to be used in the second phase in which the viewpoints of 30 residents, faculty members and general practitioners were asked in order to delete unrelated topics. In the third phase, experts were invited and requested to discuss about each topic and choose the final topics according to the statistical results. The data was analyzed by SPSS software using mean and frequency. Results: During the first phase, 431 topics in 13 groups were defined. In the second phase, 132 topics were omitted, 146 were accepted, and 153 were remained to be taught in professional subgroups. Then, based on two introduced criteria the score of each topic was determined and the topics were ranked according to these scores. Abdominal emergencies and traumas had the most topics among all topics. Conclusion: The results of this study can be used as a base for designing a proper educational program. These minimum learning requirements for internal and surgical emergency wards can help in educational and managerial decision making.
Farzad Fatehi, Arash Hadadgar, Tahereh Changiz, Mohammad Amir Shahkarami, Guilda Kianimehr, Shaqayeq Haq Jooy Javavnmard, Alireza Monajemi,
Volume 7, Issue 1 (spring 2007)
Abstract
Introduction: Students' scores on university entrance exam (Conquer) or their average scores are not appropriate criteria to recognize them as talented students. There have been limited studies concerning the comparison analysis of factors for selecting medical students as talented. This study was done to determine and prioritize the selection criteria for admitting students to the talented students' office.
Methods: A group of 5 physicians having experience in medical education was established. Renzulli model was selected as the best descriptive model, then using brain-storming, the features of a talented student were identified. Based on Analytical Hierarchy Process (AHP), the questionnaires were designed and distributed among 21 experts. Using hierarchical analysis formula and by Excel software, the weight of each criterion was calculated. To define the weights of the sub-criteria, the detailed features of each criterion were determined and then, the total score of each sub-criterion was calculated by multiplying the score achieved in the first hierarchical analysis by the score attained in the second one.
Results: Creativity had the maximum score (38%), being responsible and prominent, were in second place acquiring 31% of the total weight. The highest grades belonged to registration of invention (127), cooperation in writing books and articles (104), and having high rank in Olympiads (92), respectively. The educational status which previously was the only admission criterion was in the fourth position, after having high rank in Olympiads.
Conclusion: The areas of creativity, responsibility and being prominent were the main criteria for talented students' admission and there was not any significant difference between their scores. The educational status had a less important role in the prioritization system of this study. It seems that a student is required to have the three main criteria to be recognized as talented.
