Assessment of Clinical Teachers' Professionalism in Iran: From Residents and Fellowships' Perspective
In the present study, professional conduct of clinical teachers in Tehran University of Medical Sciences in Iran was assessed by their residents (n=292) and fellowships (n=48) using a standard questioner called self-reported measurement equipment. This evaluation was a descriptive cross-sectional st...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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Tehran University of Medical Sciences
2017-02-01
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| Series: | Acta Medica Iranica |
| Subjects: | |
| Online Access: | https://acta.tums.ac.ir/index.php/acta/article/view/5786 |
| _version_ | 1818237587645530112 |
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| author | Sima Garshasbi Hamidollah Bahador Nahid Fakhraei Abolfazl Farbod Maryam Mohammadi Soleiman Ahmady Seyed Hassan Emami Razavi |
| author_facet | Sima Garshasbi Hamidollah Bahador Nahid Fakhraei Abolfazl Farbod Maryam Mohammadi Soleiman Ahmady Seyed Hassan Emami Razavi |
| author_sort | Sima Garshasbi |
| collection | DOAJ |
| description | In the present study, professional conduct of clinical teachers in Tehran University of Medical Sciences in Iran was assessed by their residents (n=292) and fellowships (n=48) using a standard questioner called self-reported measurement equipment. This evaluation was a descriptive cross-sectional study. Professionalism was questioned in four domains including clinical teacher-patient, clinical teacher-student, inter-professional and clinical teacher-self relationships. Accordingly, mean scores of the teachers in cases of clinical teacher-patient; clinical teacher-student, inter-professional (teamwork) and clinical teacher-self relations were 61%, 62.2%, 60.6% and 57.6%, respectively. Generally, the teachers achieved 60.35% of the positive scores, and as a result, they were assessed intermediate in the professional behaviors. The residents and fellowships stated that they were not completely satisfied with their teacher's professional conduct and had hidden concerns. It shows that the clinical teachers in our project may not be ideal role models. As a result, developing a comprehensive professionalism and implementing regulations to ensure a successful professionalism are necessary. The precise evaluation of professional conduct in clinical faculty could encourage the maintenance of professional behaviors and potentially decrease negative role modeling and positively influence the hidden curriculums. Operational approaches to formulating regulations and appropriate measures for establishing professional ethics are of great importance. |
| first_indexed | 2024-12-12T12:28:08Z |
| format | Article |
| id | doaj.art-f9420a030ae944fb9334d445553d6bf7 |
| institution | Directory Open Access Journal |
| issn | 0044-6025 1735-9694 |
| language | English |
| last_indexed | 2024-12-12T12:28:08Z |
| publishDate | 2017-02-01 |
| publisher | Tehran University of Medical Sciences |
| record_format | Article |
| series | Acta Medica Iranica |
| spelling | doaj.art-f9420a030ae944fb9334d445553d6bf72022-12-22T00:24:30ZengTehran University of Medical SciencesActa Medica Iranica0044-60251735-96942017-02-015515111Assessment of Clinical Teachers' Professionalism in Iran: From Residents and Fellowships' PerspectiveSima Garshasbi0Hamidollah Bahador1Nahid Fakhraei2Abolfazl Farbod3Maryam Mohammadi4Soleiman Ahmady5Seyed Hassan Emami Razavi6Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran. AND Brain and Spinal Cord Injury Research Center, Neurosciences Institute, Tehran University of Medical Sciences, Tehran, Iran.Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.Brain and Spinal Cord Injury Research Center, Neurosciences Institute, Tehran University of Medical Sciences, Tehran, Iran.Headache Research Center, Sina Hospital, Tehran University of Medical Sciences, Tehran, Iran.Brain and Spinal Cord Injury Research Center, Neurosciences Institute, Tehran University of Medical Sciences, Tehran, Iran. AND Department of Epidemiology and Reproductive Health, Reproductive Epidemiology Research Center, Royan Institute for Reproductive Biomedicine, ACECR, Tehran, Iran.Brain and Spinal Cord Injury Research Center, Neurosciences Institute, Tehran University of Medical Sciences, Tehran, Iran. AND School of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran.Brain and Spinal Cord Injury Research Center, Neurosciences Institute, Tehran University of Medical Sciences, Tehran, Iran. AND Department of Surgery, Imam Khomeini Hospital, Tehran University of Medical Sciences, Tehran, Iran.In the present study, professional conduct of clinical teachers in Tehran University of Medical Sciences in Iran was assessed by their residents (n=292) and fellowships (n=48) using a standard questioner called self-reported measurement equipment. This evaluation was a descriptive cross-sectional study. Professionalism was questioned in four domains including clinical teacher-patient, clinical teacher-student, inter-professional and clinical teacher-self relationships. Accordingly, mean scores of the teachers in cases of clinical teacher-patient; clinical teacher-student, inter-professional (teamwork) and clinical teacher-self relations were 61%, 62.2%, 60.6% and 57.6%, respectively. Generally, the teachers achieved 60.35% of the positive scores, and as a result, they were assessed intermediate in the professional behaviors. The residents and fellowships stated that they were not completely satisfied with their teacher's professional conduct and had hidden concerns. It shows that the clinical teachers in our project may not be ideal role models. As a result, developing a comprehensive professionalism and implementing regulations to ensure a successful professionalism are necessary. The precise evaluation of professional conduct in clinical faculty could encourage the maintenance of professional behaviors and potentially decrease negative role modeling and positively influence the hidden curriculums. Operational approaches to formulating regulations and appropriate measures for establishing professional ethics are of great importance.https://acta.tums.ac.ir/index.php/acta/article/view/5786Medical professionalismClinical teachersResidents and fellowshipsHidden curriculum |
| spellingShingle | Sima Garshasbi Hamidollah Bahador Nahid Fakhraei Abolfazl Farbod Maryam Mohammadi Soleiman Ahmady Seyed Hassan Emami Razavi Assessment of Clinical Teachers' Professionalism in Iran: From Residents and Fellowships' Perspective Acta Medica Iranica Medical professionalism Clinical teachers Residents and fellowships Hidden curriculum |
| title | Assessment of Clinical Teachers' Professionalism in Iran: From Residents and Fellowships' Perspective |
| title_full | Assessment of Clinical Teachers' Professionalism in Iran: From Residents and Fellowships' Perspective |
| title_fullStr | Assessment of Clinical Teachers' Professionalism in Iran: From Residents and Fellowships' Perspective |
| title_full_unstemmed | Assessment of Clinical Teachers' Professionalism in Iran: From Residents and Fellowships' Perspective |
| title_short | Assessment of Clinical Teachers' Professionalism in Iran: From Residents and Fellowships' Perspective |
| title_sort | assessment of clinical teachers professionalism in iran from residents and fellowships perspective |
| topic | Medical professionalism Clinical teachers Residents and fellowships Hidden curriculum |
| url | https://acta.tums.ac.ir/index.php/acta/article/view/5786 |
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