Shakour Mahsa, Yamani Nikoo, Yousefi Alireza
Author Affiliations: Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Iran.
Health Care Manag (Frederick). 2018 Apr/Jun;37(2):164-174. doi: 10.1097/HCM.0000000000000213.
Given the special importance of medical professionalism, a successful faculty development strategy not only teaches professionalism in cognitive domain but also creates practical instructors who can act as role models for students. This study proposed to identify themes that can explain effective factors in teaching and learning professionalism among medical teachers. The study was qualitative. Twenty-four experts in medical education participated in the study from all medical universities of Iran. Data gathering was performed via semistructured interviews. Interviews were transcribed and analyzed by classic content analysis. At the end, the factors were confirmed by the focus group consisting of six experts. One hundred seventy-seven codes were extracted. Codes were categorized into 24 subcategories and five main categories: (1) culture, (2) educational factors, (3) background, (4) attitude, and (5) organizational factors. There are many effective factors for a proper faculty development in teaching and learning professionalism. These factors could be individualized, organizational, or external. We cannot design a program without considering these factors.
鉴于医学职业精神的特殊重要性，一个成功的教师发展策略不仅要在认知领域教授职业精神，还要培养能够成为学生榜样的实践指导教师。本研究旨在确定能够解释医学教师在职业精神教学与学习中有效因素的主题。该研究为定性研究。来自伊朗所有医科大学的24位医学教育专家参与了该研究。通过半结构化访谈收集数据。访谈内容经转录后采用经典内容分析法进行分析。最后，由六名专家组成的焦点小组对这些因素进行了确认。共提取了177个代码。这些代码被分为24个子类别和五个主要类别：(1)文化，(2)教育因素，(3)背景，(4)态度，以及(5)组织因素。在职业精神的教学与学习中，有许多促进教师适当发展的有效因素。这些因素可以是个人的、组织的或外部的。不考虑这些因素，我们就无法设计出一个项目。
