Author/Authors :
Tabatabaee، Maryam نويسنده Department of Psychiatry, Tehran University of Medical Sciences, Tehran, Iran , , Amini، Homayoun نويسنده Department of Psychiatry, Roozbeh Hospital, Tehran University of Medical Sciences, Tehran, Iran , , Abdi Masouleh، Fattaneh نويسنده Department of Psychiatry, Tehran University of Medical Sciences, Tehran, Iran , , Nejatisafa، Ali-Akbar نويسنده Department of Psychiatry, Roozbeh Hospital, Tehran University of Medical Sciences, Tehran, Iran , , Arbabi، Mohammad نويسنده Department of Psychiatry, Tehran University of Medical Sciences, Tehran, Iran , , Sadeghi Zadeh، Majid نويسنده , , Sharifi، Vandad نويسنده , , Ahmadi-Abhari، S. Ali نويسنده Department of Psychiatry, Tehran University of Medical Sciences, Tehran, Iran , , Mirzazadeh، Azim نويسنده Department of Internal Medicine, Imam Khomeini Hospital, Center for Educational , , Razzaghi، Emran Mohammad نويسنده Department of Psychiatry, Tehran University of Medical Sciences, Tehran, Iran , , Noorbala، Ahmad-Ali نويسنده ,
Abstract :
Objectives: The aim of this study was to evaluate the efficacy of a new psychiatry clerkship curriculum which was designed to improve the knowledge and skills of medical students of Tehran University of Medical Sciences (TUMS), Iran.
Methods:This quasi-experimental study was conducted in two consecutive semesters from February 2009 to January 2010. In total, 167 medical students participated in the study. In the first semester, as the control group, the clerks’ training was based on the traditional curriculum. In the next semester, we constructed and applied a new curriculum based on the SPICES model (student-centered, problem-based, integrated, community-based, elective and systematic).At the end of the clerkship, the students were given two exams: Multiple Choice Questions (MCQ) to assess their knowledge, and Objective Structured Clinical Examination (OSCE) to assess their skills. Baseline data and test performance for each student were analyzed.
Results: Compared to the control group, students in the intervention group showed significantly higher OSCE scores (P= 0.01). With respect to MCQ score, no significant difference was found between the two groups.
Conclusions: The results suggest that the revised curriculum is more effective than the traditional one in improving the required clinical skills in medical students during their psychiatry clerkship.
