Showing 4 results for Community Medicine
Reza Khadivi, Shams Ali Khosravi,
Volume 4, Issue 2 (12-2004)
Abstract
Introduction. Community-Oriented Medical Education (COME), compared to traditional education in hospitals is considered a new educational approach in the school of medicine. This study was designed to determine the quality of education during the Clerkship and internship in community medicine course in Shahrekord Medical University. Methods. In a descriptive cross-sectional study, 41 clerckship students and 14 interns selected by convenience sampling method were studied. The data was collected by a valid and reliable questionnaire and analyzed by descriptive statistics using SPSS software. Results. Eighty percent of Clerkship students and less than 50% of interns were satisfied with the course plan, the content of the workshop, the presence of faculty members and answering Students’ questions. In addition, more than 80% of Clerkship students and less than 42% of interns revealed their satisfaction from teaching health management such as collecting data, data analysis, prioritizing the problems, and planning and evaluation. Teaching specific programs such as vaccination, family planning and so on was supported by more than 85% of clerkship students, and almost 97.5% of them were satisfied with teaching situational analysis of health care system. Conclusion. Considering community oriented education approach in medical schools of the world and spending one month community medicine as an obligatory course in all medical schools of Iran, the revision of community medicine course seems necessary.
Ahmad Jafari, Mohammadreza Khami, Reza Yazdani, Mansoureh Mohamadi,
Volume 9, Issue 3 (1-2010)
Abstract
Introduction: Nowadays, the attitudinal aspect of community dentistry course and the way in which this course is taught is critically important. The aim of this study is to compare the presentation of theoretical community dentistry course through workshops using PBL method with that of contemporary method of lecture. Methods: In this quasi experimental study, 64 dental students of Tehran University of Medical Sciences who took the course of community dentistry in second semester of academic year of 2006-2007 were entered into the survey through census. They were randomly allocated into two groups of experiment and control each including thirty two. The course of community dentistry was taught to control group through traditional method in 17 lecturing sessions meanwhile this course was instructed to experiment group through problem based learning method. A questionnaire was used for gathering data. Data was analyzed by SPSS software using descriptive statistics and Chi². Results: The improvement in attitude of PBL group was significant in contrast with that of traditional method group. In post-test, the mean score of knowledge and attitude of the group attending in workshop was higher than that of traditional group but the difference was not statistically significant. The mean score of satisfaction and transferring educational concepts was significantly higher in the group attending in workshop. Eighty one percent of the workshop attendees were satisfied with the method employed in the course. Conclusion: The new method of education has been successful in its achievements as forming a positive atti-tude in students and making them eager for community dentistry issues.
Ali Davati, Mahboubeh Aghaee, Maryam Kamali, Fatemeh Gitinavard, Fatemeh Ramezani, Niusha Andalibi,
Volume 11, Issue 4 (11-2011)
Abstract
Introduction: Community-Based Medical Education (CBE) is considered as a new educational approach in the school of medicine. This study was designed to determine the quality of education during the internship in community medicine course in medical universities in Tehran. Methods: This is a descriptive cross-sectional study conducted on community medicine internship in medical schools of Tehran during 2008-2009. A nonrandom sample of 180 interns was selected by convenience. The data, collected by a researcher made questionnaire whose validity and reliability had been confirmed, were analyzed by Ҳ2, Mann-Whitney and Spearman coefficient tests. Results: Over 75% of interns were satisfied with the course planning, the applied content of the workshop, the presence of faculty members and their responsiveness to the students’ questions. In addition, 78% the students were satisfied with teaching on health care system. There was a significant correlation between students, satisfaction with internship and the university they were studying in (p<0.002). Conclusion: It seems that medical schools in Tehran follow the educational out lines well, and community medicine interns are relatively satisfied with the course.
, Mohammad Aziz Rasouli Rasouli,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: Community medicine externship and internship programs in the health field prepare medical students for entry into the family medicine program and implementation of community-based medical services, especially in rural areas. The aim of this study was to assess the quality of education in community medicine externship and internship from the viewpoints of medical students of Kurdistan University of Medical Sciences.
Methods: In this descriptive, cross-sectional study, the views of all community medicine students at Kurdistan University of Medical Sciences (55 externs and 53 interns) in 2014 were investigated. Data were collected using a valid and reliable questionnaire. A three-point Likert scale of good (score 3), average (score 2) and weak (1) was used to scale the items. The final mean scores of good, average and weak levels were calculated as above 2.4 (67%), from 1.7 to 2.4 (33%-67%) and below 1.7 (33%) respectively. Descriptive statistics was used to analyze the data.
Results: From the viewpoint of externs, the mean scores of briefing classes (2.8, 83.6%), vaccination and cold chain training (2.9, 96.4%) and trainers’ ability to respond to educational needs (2.7, 81.8%) were at a good level. From the interns’ viewpoint, the mean scores of briefing classes (2.7, 64%) and problem solving and prioritization training (2.4, 58.5%) were at good level. Interns’ satisfaction rate with the two items of enhancing treatment management skills (2.05, 32.3%) and health education (2.2, 28.3%) was at a low (weak) level.
Conclusion: Maintaining and promoting the quality of education in the field of externship, and promoting the quality of education in the field of internship seem to be necessary.
