Volume 15, Issue 3 (Autumn 2020)
jmed 2020, 15(3): 160-170 |
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Pirjani R, Rabiei M, Asghari F, Noorzadeh M, Alipour S, Gholozadeh M, et al . Designing, implementation and evaluation of professionalism course for Obstetrics and Gyneocology assistants. jmed 2020; 15 (3) :160-170
URL: http://jmed.ssu.ac.ir/article-1-1120-en.html
URL: http://jmed.ssu.ac.ir/article-1-1120-en.html
Reihaneh Pirjani 
, Maryam Rabiei * , Fariba Asghari , Maryam Noorzadeh , Sadaf Alipour , Mariya Gholozadeh , Tahereh Soori , Ashraf Alyasin
, Maryam Rabiei * , Fariba Asghari , Maryam Noorzadeh , Sadaf Alipour , Mariya Gholozadeh , Tahereh Soori , Ashraf Alyasin
Assistant Professor, Department of Obstetrics and Gynecology, Tehran University of Medical Sciences, Tehran, Iran. , rabieimaryam1394@yahoo.com
Abstract: (1414 Views)
Introduction: Since professionalism is one of the most essential competencies for all physician, we launched this project between October 2017 and May 2019 with the aim of developing a professionalism curriculum commitment for obstetrics and gynaecologic assistants.
Methods: The course was designed based on the Kern’s model. To implement this project, both independent methods such as Professional Commitment Workshop and Integration strategy such as dedicating two Morning Report Sessions monthly to professionalismwere used.
Result: For evaluating the course, we used Kirk Patrick model. According to the first level of the pyramid, based on a survey, some changes were made in programs.In the second level of the pyramid, according to the predetermined goals, pre and post-coarse test was held andthe average score of the residents increased from 13.16 to 17.47.At the third level of the pyramid: based on the questions asked from hospitalized patients, According to the third level of the pyramid, at the beginning and end of the course,the opinions of hospitalized patients, hospital staff, senior and lower year residents towards each other and professors towards residents were measured using a questionnaire that showed improvement of residents' behavior occurred in all indicators. At the fourth level of the pyramid, patients' complaints were relatively decreased.
Conclusion: The project was launched to design, implement and evaluate professional commitment courses. The positive effects of this course on the professional behavior of residents were observed at all levels of the Kirk Patrick pyramid.
Methods: The course was designed based on the Kern’s model. To implement this project, both independent methods such as Professional Commitment Workshop and Integration strategy such as dedicating two Morning Report Sessions monthly to professionalismwere used.
Result: For evaluating the course, we used Kirk Patrick model. According to the first level of the pyramid, based on a survey, some changes were made in programs.In the second level of the pyramid, according to the predetermined goals, pre and post-coarse test was held andthe average score of the residents increased from 13.16 to 17.47.At the third level of the pyramid: based on the questions asked from hospitalized patients, According to the third level of the pyramid, at the beginning and end of the course,the opinions of hospitalized patients, hospital staff, senior and lower year residents towards each other and professors towards residents were measured using a questionnaire that showed improvement of residents' behavior occurred in all indicators. At the fourth level of the pyramid, patients' complaints were relatively decreased.
Conclusion: The project was launched to design, implement and evaluate professional commitment courses. The positive effects of this course on the professional behavior of residents were observed at all levels of the Kirk Patrick pyramid.
Type of Study: Research |
Subject:
Medical Education
Received: 2020/04/23 | Accepted: 2020/11/11 | Published: 2020/12/20
Received: 2020/04/23 | Accepted: 2020/11/11 | Published: 2020/12/20
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