Explaining Quality Indicators of Clinical Education Methods from the Perspective of Assistants

Document Type: Original Article


1 Ph.D. Candidate in Education Management of Semnan University, Semnan, Iran and Expert of Education Development Unit(EDU), Medicine, Mashhad University of Medical Sciences,Mashhad, Iran

2 Urologist, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

3 Neurologist, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.

4 Pediatrician, Gastroenterology, Department of Paediatrics, Ghaem Hospital, Mashhad, Iran

5 PhD, Academic Member Imam Khomeini Higher Education Center, Agricultural Research, Education and Extension Organization(AREEO)Karaj, Iran


Introduction: Clinical education is part of medical education where students gradually acquire skills by attending patients’ bedside. In fact, students use the acquired skills and logical experiences to resolve patients’ problems.
Materials and Methods: This qualitative study was performed using the non-guided content analysis method. The study population included 240 assistants from 13 educational groups in the School of Medicine of Mashhad, Iran, 121 of whom were enrolled in the study.
Results: The clinical education methods included four main indicators of content, implementation process, professor, and interaction. According to the results, there were three components in the professor indicator, including the use of experiences of professors, application of expert professors, and continuous presence in all the methods. In addition, components of more practice and training were confirmed in all the methods. In the implementation process indicator, the component of feedback was emphasized in all the methods.
Conclusion: According to our results, attention to the quality indicators of clinical education methods leads to the improvement of education status and performance.


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