Peiman Soheil, Mirzazadeh Azim, Alizadeh Maryam, Mortaz Hejri Sara, Najafi Mohammad-Taghi, Tafakhori Abbas, Larti Farnoosh, Rahimi Besharat, Geraiely Babak, Pasbakhsh Parichehr, Hassanzadeh Gholamreza, Nabavizadeh Rafsanjani Fatemeh, Ansari Mohammad, Allameh Seyed Farshad
Department of Internal Medicine, School of Medicine, Tehran University of Medical Sciences. Tehran, Iran.
Department of Internal Medicine, Imam Khomeini Hospital Complex, Tehran University of Medical Sciences, Tehran, Iran. AND Department of Internal Medicine, Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran. AND Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
Acta Med Iran. 2017 Apr;55(4):259-264.
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.
介绍本科医学课程中的一种多教师主动学习策略。这项教育研究是描述性的。为基于六个器官系统的本科医学课程设计了共享教学课程。涉及综合临床病例课堂讨论的课程由至少3名教师（临床医生和基础科学家）设计、实施和主持。本研究的参与者包括德黑兰医科大学的基础医学专业学生。使用会后即时评估表，采用5点李克特量表对学生的反应进行评估。从2014年4月到2015年3月，为2013级和2014级医学专业学生这两个队列在其学习的前两年实施了6次两小时的课程。17名教师参与了该项目，设计了21个病例，6次课程的平均参与率为60%。学生们对这种策略高度赞赏。每门课程的大多数学生强烈同意这种学习实践对他们的学习有积极贡献（78%），并能更好地理解和应用在综合课堂课程中学到的材料（74%）。他们认为这些课程影响了他们对医学的看法（73%），并且应该在未来的课程中继续（80%）。该百分比显示的是所有课程的平均值。该项目帮助学生学习如何将基础科学概念应用于临床医学。对该项目的评估表明，学生们发现这些课程对他们的学习有益。
