Medical education in Iraq: issues and challenges

Al-Shamsi, Mustafa

doi:10.5116/ijme.58b1.c927

Cited by 24 publications

(16 citation statements)

References 7 publications

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“…In the past, graduates seeking specialty training would travel abroad, usually to Great Britain, to secure specialty qualifications before returning to Iraq. Once medical education and clinical care in Iraq had the reputation of being the best in the region [ 16 ].. Today, medical education in Iraq is held back by a lack of facilities, limited financial support, loss of experienced faculty, and a static traditional medical curriculum urgently in need of revitalization [ 23 ].…”

Section: Background and Rationalementioning

confidence: 99%

Perceptions, experiences and expectations of Iraqi medical students

et al. 2018

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BackgroundThe environment for medical education in Iraq has been difficult for many years. The 2003 invasion of Iraq accelerated a steady emigration of faculty and graduates. Kidnappings and deaths of doctors became commonplace. To understand current career plans, expectations and perceptions of medical students, three Baghdad medical schools were surveyed.MethodsWritten questionnaires were completed by 418 medical students variously in their 4th, 5th and 6th (final)years of training. We asked about perceptions of the quality of their medical education, the quality of health services in Iraq generally, and about deaths, injuries and migration of faculty, classmates and family.ResultsThe average age of students was 22 years, with 59% women. Most students (90%) were originally from Baghdad. Although there were some positive responses, many students (59%) rated the overall quality of their medical education as fair or poor. Three-fourths of students believed the quality of hospital care in Iraq to be only fair or poor. A majority of students (57%) stated they were thinking frequently or all the time about leaving Iraq after graduation. Reasons given for leaving included the desire for further education, seeking a better lifestyle and fleeing conflict. Leading reasons for staying included the pull of friends and family, familiarity with the health system, and a sense of responsibility to the country. Nearly one in five (18%) students reported the death of a family member attributable to intentional violence, and 15% reported the violent death of a medical school classmate or faculty member since the 2003 invasion. Half the students reported at least one school faculty members had left Iraq because of the war.ConclusionMedical students hold a mediocre view of the quality of their medical education and of Iraq’s health system. Many of their faculty members have left the country. The majority of students may leave Iraq after graduation, afforded the opportunity. This poses a significant problem for staffing an already demoralized and stressed health system. Current circumstances suggest the situation will continue to deteriorate.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1156-8) contains supplementary material, which is available to authorized users.

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Section: Background and Rationalementioning

confidence: 99%

Perceptions, experiences and expectations of Iraqi medical students

et al. 2018

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“…Multiple linear regression model with the total communication skills score as the dependent (outcome) variable and selected explanatory variables. It can be hypothesised that the doctors who took part in the study were taught according to the traditional, teacher-centered approach whereby students were not encouraged to take responsibility and to question their learning (Al-Shamsi, 2017). Hence, it can be argued thatfor freshmen physicians taught under this curriculum-it might require some time after graduation to develop the confidence to interact with patients outside the rigid structures and roles established by the training.…”

Section: Discussionmentioning

confidence: 99%

Inter-personal versus content: assessment of communication skills in Iraqi physicians

Al-Hemiary

Cucchi

Alnuaimi

et al. 2020

Heliyon

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Objectives The current study sought to evaluate the communication skills of Iraqi physicians from a patient perspective, differentiating between “interpersonal” and “content” components of communication. In the past century, the doctor–patient relationship has changed considerably, shifting from a paternalistic, physician-dominated approach to a more dynamic and patient-centered. In such a context, effective communication skills have become even more crucial for good medical practice and most accreditation organizations urge medical schools to teach and evaluate communication skills. Methods A cross-sectional study was conducted at Baghdad Teaching Hospital's three major departments (Surgery, Medicine, Obs/ Gyne). The final sample included 270 participants. A factor analysis was performed and generated two dimensions ("interpersonal" and "content"). Statistical differences between the groups and between the two dimensions of the questionnaire were analysed through t-tests and ANOVA. In addition, a multiple linear regression model was used to study the effect of some variables on the dependent variable "communication". Results The study showed a significant difference between “interpersonal” and “content” communication, with patients reporting higher satisfaction for the former. Reported satisfaction rates varied amongst the three departments with the Surgery specialty scoring significantly lower than the Medicine and the Obs/Gyne department. The duration of care under the current physician, a higher rank of specialty and the settings (inpatients versus outpatients) were positively and significantly associated with a higher quality of communication skills. Conclusions These findings have significant implications for training institutions.

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“…Both medical education system and healthcare providing system in Iraq were considered among the best educational and medical systems in the region, especially during the early 1980s. Following this golden period, these systems suffered from regression and descent as a result of successive wars and conflicts (3,4) . 75 IJBPAS, January, 2019, 8 (1) There are five medical colleges in Baghdad; each is backed with teaching hospital for clinical training.…”

Section: Introductionmentioning

confidence: 99%

Are Medical Colleges Graduate Physicians Matching Their Stated Learning Objectives? Perspectives of Newly Graduate Physicians Baghdad 2018

2019

IJBPAS

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Medical education in Iraq: issues and challenges

Cited by 24 publications

References 7 publications

Perceptions, experiences and expectations of Iraqi medical students

Perceptions, experiences and expectations of Iraqi medical students

Inter-personal versus content: assessment of communication skills in Iraqi physicians

Are Medical Colleges Graduate Physicians Matching Their Stated Learning Objectives? Perspectives of Newly Graduate Physicians Baghdad 2018

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