Author/Authors :
Peiman، Soheil نويسنده Department of Internal Medicine, Tehran University of
Medical Sciences, Tehran, Iran , , Mirzazadeh، Azim نويسنده Department of Internal Medicine, Imam Khomeini Hospital, Center for Educational , , Alizadeh، Maryam Sadat نويسنده Department of Plant Protection, Shahid Chamran University of Ahvaz, Iran. , , MORTAZ HEJRI، SARA نويسنده Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran; , , Najafi، Mohammad-Taghi نويسنده Department of Nephrology, Nephrology Research Center, Tehran University of Medical Sciences, Tehran, Iran. Najafi, Mohammad-Taghi , Tafakhori، Abbas نويسنده Assistant Professor of Neurology, Imam Khomeini Hospital, Iranian Center of Neurological Research , , Larti، Farnoosh نويسنده Department of Cardiology, Imam Khomeini Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran. Larti, Farnoosh , Rahimi، Besharat نويسنده Department of Pulmonary and Critical Care Medicine, Advanced Thoracic Research Center, Tehran University of Medical Sciences, Tehran, Iran. Rahimi, Besharat , Geraiely، Babak نويسنده Department of Cardiology, Imam Khomeini Hospital, Tehran University of Medical Sciences, Tehran, Iran. Geraiely, Babak , Pasbakhsh، Parichehr نويسنده , , Hassanzadeh، Gholamreza نويسنده Anatomy Department, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran , , Nabavizadeh Rafsanjani، Fatemeh نويسنده Department of Physiology, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran. Nabavizadeh Rafsanjani, Fatemeh , Ansari، Mohammad نويسنده , , Allameh، Seyed Farshad نويسنده Department of Internal Medicine, Imam Khomeini Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran. Allameh, Seyed Farshad
Abstract :
To present a multiple-instructor, active-learning strategy in the undergraduate medical curriculum. This educational research is a descriptive one. Shared teaching sessions, were designed for undergraduate medical students in six organ-system based courses. Sessions that involved in-class discussions of integrated clinical cases were designed implemented and moderated by at least 3 faculties (clinicians and basic scientists). The participants in this study include the basic sciences medical students of The Tehran University of Medical Sciences. Students’ reactions were assessed using an immediate post-session evaluation form on a 5-point Likert scale. Six two-hour sessions for 2 cohorts of students, 2013 and 2014 medical students during their two first years of study were implemented from April 2014 to March 2015. 17 faculty members participated in the program, 21 cases were designed, and participation average was 60 % at 6 sessions. Students were highly appreciative of this strategy. The majority of students in each course strongly agreed that this learning practice positively contributed to their learning (78%) and provided better understanding and application of the material learned in an integrated classroom course (74%). They believed that the sessions affected their view about medicine (73%), and should be continued in future courses (80%). The percentage demonstrates the average of all courses. The program helped the students learn how to apply basic sciences concepts to clinical medicine. Evaluation of the program indicated that students found the sessions beneficial to their learning.
