Background and purpose Clinical supervision supports learners and paves the way for effective and efficient learning in clinical settings. This study aimed to explain the responsibilities of clinical supervisors in clinical education wards to improve the professional skills of medical students. Materials and methods In this qualitative study, we used the conventional content analysis approach. The sample consisted of 16 faculty members of medical sciences and medical graduates of Iranian universities. Purposeful sampling and semi-structured interviews were used to collect data. The Graneheim and Lundman method (2004) analyzed the data. Results From the analysis of interviews, 2 themes, 8 categories, and 18 subcategories were obtained. “Clinical supervisor responsibilities” as a theme includes the categories: “Creating motivation in learner”, “Learner’s need recognition”, “Performance evaluation”, “Creating learning opportunities”, and “Professional ethics education”. And, the sub-categories were: “Creating a supportive atmosphere”, “Task assignment”,“Understanding training needs”, “Understanding individual needs”, “Periodic evaluation”, “Proper feedback’, “Reduce work stress”, “Learner engagement’ , “Learning Facilitation”, “Attention to the patient’s treatment”, and “Ethical observance in relation to patients”. As the second theme “Clinical supervisor characteristics” included the categories of: “Scientific competence”, “Leading role”, and “Ethical model”. Their sub-categories are clustered as: “Knowledge of educational concepts”, “Mastery of professional concepts”, “Effective communication skills”, “Understanding managerial concepts”, “High resilience”, “Career commitment “, and “social commitment” . Conclusions The clinical supervisor will improve the professional skills of medical students, which will improve the quality of services provided, train efficient graduates, and provide a safe and relaxing environment that leads to patient satisfaction.
Background: Undoubtedly, economic and social value added depends on the functions of universities. Moving toward third-generation universities (3rd GU) is an inevitable process. These universities need different functions than traditional ones; therefore, identifying and determining their functions is essential. The purpose of this study is to collect, match and explore the functions of universities in the transition to 3rd GU and ultimately offer a functional model of the 3rd GU for the use of professors, academics and policymakers in order to evaluate and promote universities. Methods: A critical review method was adapted. Literature was included based on their relevant empirical data to research objectives and referral rates, and texts with more conceptual richness entered the study without time limitations. Results: A total of 20 texts were included in the final analysis. While presenting the basic model, extracts the overarching concepts associated with the success of 3rd GU. These key concepts include the 7 core functions of innovative and entrepreneurial activities, supportive activities (financial and non-financial), entrepreneurial education ( curriculum and academic workforce empowerment), creation and provide applied knowledge, boundary-spanning function or communications and interactions with other elements of the national innovation system (state and industry), develop innovative and entrepreneurial culture and institutional governance and leadership in the direction of economic growth and development. Conclusion: Using new functions at universities would be a move toward 3rd GU, economic growth and development in the country. So, these functions are a practically useful guide to policymakers to estimate the rate of success in each university and deliver the necessary suggestions to provide the mechanisms for the establishment of a successful university.
Introduction: Given the social, economic, environmental and internal developments of universities, the necessity for medical universities to move to being third-generation universities has been demonstrated. These universities, along with the requirements of entrepreneurship and commercialization of research, are in need of structural requirements. This study was conducted with the aim to identify and introduce the structural requirements of medical sciences universities in Iran in the transition to the third-generation universities. Materials and Methods: This study was a qualitative approach using a conventional content analysis method. The contributors comprised 16 faculty members working in medical universities in Iran who were purposefully recruited and interviewed face to face in semistructured interviews between October 2018 and March 2019. Results: Two wide classifications containing macro-structural requirements (institutional requirements) and micro-structural requirements (organizational requirements) were developed. Institutional requirements included four subcategories including redefining the university as a holding of knowledge business units, redefining academic units as a strategic business unit (SBU) which refer to the mission of the universities and eliminate bureaucracy, independence, and 'Competition in recruitment and contracts' which refer to the administrative requirements of the universities. The organizational requirements included units and offices, centers, and parks that are grouped because of similarities in internal processes. Conclusion: Medical universities need structural requirements to move to third-generation universities and improve infrastructure. These requirements, which develop in a spiral over time, must be appropriate and tailored to the capacity of each university.
Objective: Internationally, the distribution of specialized physicians is a growing concern. The choice of medical specialties is a central issue in attempts to change this problematic situation. The current study aimed to explain the process of choosing clinical specialties in Iran's medical graduates. Materials and Methods: The authors used grounded theory methodology. In 2016-2017, they conducted 14 in-depth, face-to-face, semi structured interviews with a purposive and theoretical sample of 10 medical graduates based on two criteria (those who intended to participate in the medical assistant exam and those who participated in the exam and their test scores had not yet been announced). Results: After analysis of the interviews, 883 primary codes, 64 subcategories, 14 subclasses, and 4 main categories were obtained. The results of data collection and analysis at four levels by Strauss and Corbin (2008), which led to the theory and model in this field, showed the effectiveness of the process of choosing specialty results from the coordination between three dimensions of study, career, and favorable conditions imagined for the future life that takes place in a supportive environment with a developed welfare system and an inclusive academic culture. Conclusion: With the help of the findings of such a study, the process and the main elements involved in this process can be determined and the causal relationships and mechanisms can be identified and intervened, which in turn leads to choosing medical specialty in line with the national priorities.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.