Soltani Akbar, Allaa Maryam, Moosapour Hamideh, Aletaha Azadeh, Shahrtash Farzaneh, Monajemi Alireza, Arastoo Tohid, Ahmadinejad Maryam, Mirzazadeh Azim, Khabaz Mafinejad Mahboobeh
Department of Endocrinology, Endocrinology and Metabolism Research Institute, Tehran University of Medical Sciences, Tehran, Iran.
Endocrinology and Metabolism Research Institute, Shariati Hospital, Tehran University of Medical Sciences, Tehran, Iran.
Acta Med Iran. 2017 Jan;55(1):68-73.
Nowadays, improvement of thinking skills of students is one of the universally supported aims in the majority of medical schools. This study aims to design longitudinal theme of reasoning, problem-solving and decision-making into the undergraduate medical curriculum at Tehran University of Medical Sciences (TUMS). A participatory approach was applied to design the curriculum during 2009-2011. The project was conducted by the contribution of representatives of both basic and clinical faculty members, students and graduates at Tehran University of Medical Sciences. The first step toward integrating cognitive skills into the curriculum was to assemble a taskforce of different faculty and students, including a wide variety of fields with multidisciplinary expertise using nonprobability sampling and the snowball method. Several meetings with the contribution of experts and some medical students were held to generate the draft of expected outcomes. Subsequently, the taskforce also determined what content would fit best into each phase of the program and what teaching and assessment methods would be more appropriate for each outcome. After a pilot curriculum with a small group of second-year medical students, we implemented this program for all first-year students since 2011 at TUMS. Based on findings, the teaching of four areas, including scientific and critical thinking skills (Basic sciences), problem-solving and reasoning (Pathophysiology), evidence-based medicine (Clerkship), and clinical decision-making (Internship) were considered in the form of a longitudinal theme. The results of this study could be utilized as a useful pattern for integration of psycho-social subjects into the medical curriculum.
如今，提高学生的思维能力是大多数医学院校普遍支持的目标之一。本研究旨在将推理、问题解决和决策的纵向主题纳入德黑兰医科大学（TUMS）的本科医学课程。2009年至2011年期间采用参与式方法设计课程。该项目由德黑兰医科大学基础和临床教员、学生及毕业生的代表共同参与实施。将认知技能融入课程的第一步是组建一个由不同教员和学生组成的特别工作组，通过非概率抽样和滚雪球法，纳入具有多学科专业知识的广泛领域。与专家和一些医学生共同召开了几次会议，以制定预期成果草案。随后，特别工作组还确定了哪些内容最适合该项目的每个阶段，以及哪些教学和评估方法最适合每个成果。在对一小群二年级医学生进行试点课程后，自2011年起我们在TUMS为所有一年级学生实施了该项目。基于研究结果，以纵向主题的形式考虑了四个领域的教学，包括科学和批判性思维技能（基础科学）、问题解决和推理（病理生理学）、循证医学（临床实习）以及临床决策（实习）。本研究结果可作为将心理社会学科融入医学课程的有用模式。
