Volume 22, Issue 2 (Summer 2020)                   Advances in Cognitive Sciences 2020, 22(2): 63-70 | Back to browse issues page


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Siahposht Khachaki A, Ghadirzadeh E, Firouzi H, Hosseinzadeh Dogolsar F, Heydari Gorgi A, Bararpoor M. Evaluation of the individual, environmental and educational cognitive impact factors on the quality of clinical medical education from the viewpoint of clinical professors and students in Ramsar - Mazandaran University Campus of Medical Sciences. Advances in Cognitive Sciences 2020; 22 (2) :63-70
URL: http://icssjournal.ir/article-1-1057-en.html
1- Assistant Professor of Physiology, Director of Education Development Office of Ramsar Campus, Mazandaran University of Medical Sciences, Ramsar, Iran
2- Medical Student, Student Research Committee, Mazandaran University of Medical Sciences, Sari, Iran
3- Assistant Professor of Neonatal-Perinatal Medicine, Mazandaran University of Medical Sciences, Ramsar, Iran
4- Expert in Education Development Office, Mazandaran University of Medical Sciences, Ramsar, Iran
5- Assistant Professor of Healthcare Services Management, Mazandaran University of Medical Sciences, Ramsar, Iran
6- Medical Student, Student Research Committee, Mazandaran University of Medical Sciences, Ramsar, Iran
Abstract:   (2073 Views)
Introduction: Clinical education plays a fundamental role in shaping medical students’ basic skills and professional abilities, so understanding its current status can help us provide a platform for improving their performance in the future. The present study was conducted to identify the cognitive factors affecting clinical education quality at the Ramsar campus.
Methods: The present research was a cross-sectional descriptive study of 181 cases in 2019. Sampling was performed by census method. Data were collected by a researcher-made questionnaire that included demographic information plus students' and professors' viewpoints on clinical education. Collected data were analyzed using descriptive statistics, chi-square and independent t-test in SPSS-18.
Results: In this study, 69.23% of the students were female and 46% of the professors were male. Also, 80% of teachers and 50.64% were married. There was a significant relationship between the test’s assumptions, which includes the individual characteristics of the subject, the individual characteristics of the teacher, the clinical environment, educational planning, and the clinical evaluation variable (P<0.05).
Conclusion: According to the findings, accurate and concise implementation of the existing curriculum, providing an appropriate educational environment and awaking professors, and hospital personnel about their responsibility regarding students and their duties can improve the quality of clinical education.
Full-Text [PDF 798 kb]   (476 Downloads)    
Type of Study: Research |
Received: 2020/01/11 | Accepted: 2020/05/13 | Published: 2020/06/30

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