Arabshahi Kamran Soltani, Haghani Fariba, Bigdeli Shoaleh, Omid Athar, Adibi Peyman
Department of Medical Education, Center for Educational Research in Medical Sciences, Iran University of Medical Sciences, Tehran.
Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan.
J Res Med Sci. 2015 Mar;20(3):273-80.
Holding educational sessions in a clinical environment is a major concern for faculty members because of its special difficulties and restrictions. This study attempts to recognize the challenges of the ward round teaching through investigating the experiences of clinical teachers in 2011.
This qualitative research is carried out through purposive sampling with maximum variation from among the clinical teachers of major departments in Isfahan University of Medical Sciences (9 persons). The sampling continued until data saturation. Data were collected through semi-structured interview and analyzed through Collaizzi method. Data reliability and validity was confirmed through the four aspects of Lincoln and Guba method (credibility, conformability, transferability, and dependability).
Three major themes and their related sub-themes (minor themes) were found out including the factors related to the triad of clinical teaching (patient, learner, and clinical teacher) (concern about patient's welfare, poor preparation, lack of motivation, ethical problems), factors related to the educational environment (stressful environment, humiliating environment and poor communication) and the factors related to the educational system of the clinical environment (poor organizing and arrangement of resources, poor system's monitoring, bad planning and inadequate resource).
Ward round teaching has many concerns for teachers, and this should be recognized and resolved by authorities and teachers. If these problems are not resolved, it would affect the quality of clinical teaching.
由于临床环境存在特殊困难和限制，在其中举办教育活动是教师们主要关心的问题。本研究试图通过调查2011年临床教师的经历来识别查房教学面临的挑战。
本定性研究通过目的抽样法，从伊斯法罕医科大学各主要科室的临床教师中选取具有最大差异性的样本（9人）。抽样持续到数据饱和。数据通过半结构化访谈收集，并采用柯莱齐方法进行分析。数据的可靠性和有效性通过林肯和古巴方法的四个方面（可信度、一致性、可转移性和可靠性）得到确认。
发现了三个主要主题及其相关子主题（次要主题），包括与临床教学三元组（患者、学习者和临床教师）相关的因素（对患者福利的担忧、准备不足、缺乏动力、伦理问题）、与教育环境相关的因素（压力大的环境、羞辱性的环境和沟通不畅）以及与临床环境教育系统相关的因素（资源组织和安排不佳、系统监督不力、规划不善和资源不足）。
查房教学让教师们有诸多担忧，当局和教师应认识到并解决这些问题。如果这些问题得不到解决，将会影响临床教学质量。
