Author/Authors :
Andalib، Masoud Mohammad نويسنده Research Center for Immunodeficiencies, Children’s Medical
Center, School of Medicine, Tehran University of Medical Sciences,
Tehran, IR Iran , , Malekzadeh، Masoud Mohammad نويسنده Research Center for Immunodeficiencies, Children’s Medical
Center, School of Medicine, Tehran University of Medical Sciences,
Tehran, IR Iran , , Agharahimi، Zahra نويسنده Childrens Medical Center, Pediatrics Center of Excellence, Tehran University of Medical Sciences, Tehran, Iran. Agharahimi, Zahra , Daryabeigi، Maede نويسنده Childrens Medical Center, Pediatrics Center of Excellence, Tehran University of Medical Sciences, Tehran, Iran. Daryabeigi, Maede , Yaghmaei، Bahareh نويسنده Department of Pediatrics, Children’s Medical Center,
School of Medicine, Tehran University of Medical Sciences, Tehran,
IR Iran , , Ashrafi، Mahmoud-Reza نويسنده Department of Pediatrics, Children’s Medical Center,
School of Medicine, Tehran University of Medical Sciences, Tehran,
IR Iran , , Rabbani، Ali نويسنده , , Rezaei، Nima نويسنده ,
Abstract :
Background: Tertiary pediatric hospitals usually provide excellent clinical services, but such centers have a lot to do for educational perfection.
Objectives: This study was performed to address under-graduate educational deficits and find feasible solutions.
Patients and Methods: This cross-sectional study was done in a target population of 77 sixth year undergraduate medical students (response rate = 78%) who spent their 3-month pediatric rotation in the Children’s Medical Center, the Pediatrics Center of Excellence in Tehran, Iran. The Dundee ready educational environment measure (DREEM) instrument was used for assessing educational environment of this subspecialized pediatric hospital.
Results: Among 60 students who answered the questionnaires, 24 were male (40%). Participants’ age ranged from 23 to 24 years. The mean total score was 95.8 (48%). Comparison of scores based on students’ knowledge showed no significant difference. Problematic areas were learning, academic self-perception, and social self-perception.
Conclusions: Having an accurate schedule to train general practitioner, using new teaching methods, and providing a non-stressful atmosphere were suggested solutions.
