Abstract
Abstract
Objectives
Continuous curriculum improvements reveal the dedication of policy-makers to raising the quality of education and student learning. This study aims to report the impact of curriculum changes to the three-month pediatric course curriculum at Shahid Beheshti University of Medical Sciences (SBMU) on the satisfaction levels of medical students.
Methods
One hundred eighteen 4th-5th years medical students, who had completed their pediatric clinical rotation in SBMU-affiliated teaching hospitals including Mofid Children Hospital, Loghman Hakim Hospital, Shohada-e-Tajrish Hospital, and Imam Hossein Hospital from January to December 2022 were included in this cross-sectional study. After obtaining informed consent, a questionnaire was sent out to all participants, that included 27 statements about the impact of the modified curriculum on their satisfaction with their learning and performance. SPSS version 22 was used to analyze the data.
Results
The level of satisfaction of trainees from attending clinics was 82-56%, prior introduction to the course was about 82%, and attending general hospitals (all hospitals except Mofid Children hospital, which is the only children hospital affiliated to SBMU) was 82-97%. The quality of patients-based learning was reported in terms of attendance at morning report sessions which was 92.3%, attendance at ward rounds, which was 71.8%, and attendance at clinics, which was 62.4%. The satisfaction rate from the senior attending mentor was 96.5%. The satisfaction rate of the pathology course was 67.2%, and the radiology was 82.4%. The satisfaction level of medical students from the infectious disease department was 70% and the gastroenterology department was 83.8%. The level of satisfaction with the implementation of the twelve-week program was 68.7%, with the expressiveness and usability of the presentation of materials was 53.9%, with the compatibility of the exams with the presented materials was 92%, and withholding weekly exams was 86.8%. The satisfaction rate of using the materials presented in the final exam in the digestive department and the infectious department was 85% and 68%, respectively. The overall satisfaction rate of the training course was 76.66%.
Conclusion
The results provide vital insights for improving medical education. According to this study, medical student satisfaction with the pediatric curriculum after its recent revisions was in a satisfactory range. Attendance at clinics, information sharing, patient-based learning, practical training, attending mentorship, curriculum clarity, and alignment with student expectations all contributed to participants' high levels of satisfaction.
Publisher
Springer Science and Business Media LLC
Reference11 articles.
1. Lotfi M, et al. 360 degree assessment of clinical education satisfaction in Shiraz University of Medical Sciences. Razi J Med Sci. 2013;20(114):59–68.
2. Naderi N, et al. Assessment of education quality of basic sciences based on medical students’ perspective. J Hormozgan Med Univ. 2010;14(3):206–12.
3. Salari A, Moaddab F, Balasi LR, Dadgaran I, Nourisaeed A, Pourali H, et al. Medical Interns’ Satisfaction of Clinical Education's Quality in Rasht Hospitals. Educ Res Med Sci. 2016;5(2)
4. Abeykoon R.M. Medical education in south East Asia. 1996.
5. Manzar B, Manzar N. To determine the level of satisfaction among medical students of a public sector medical university regarding their academic activities. BMC Res Notes. 2011;4:1–7.
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献