Shaterjalali Maria, Yamani Nikoo, Changiz Tahereh
Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Science, Isfahan, Iran,
Adv Med Educ Pract. 2018 Nov 8;9:801-809. doi: 10.2147/AMEP.S176480. eCollection 2018.
The purpose of this study was to realize that learning in a clinical setting, the interactions of the students with teachers, learning materials, and learning environments are essential. In clinical education, different groups may play the role of the teacher for medical students. This study was designed to determine the optimal characteristics for medical clinical teachers, their selection criteria, and their responsibilities.
The modified Delphi technique was used in this study. Participants comprised vice-chancellors of education, deans of medical schools, and deputies of education in medical schools across Iran. This study was conducted in three rounds. In the first round, the participants were selected using purposive sampling, and the data were collected through focus group discussions and analyzed through content analysis. The data collection tool in the second and third rounds involved a questionnaire derived from the first round, and the consensus criterion to accept or reject the questionnaire items was frequency distribution.
The final number of statements in the first round was 157. The second-round questionnaire was designed in the four sections of teaching team, selection criteria, task description of the teaching team (including faculties, specialist staffs, residents, general practitioners, and health and treatment staff), and incentives separately for the specialist staff, residents, general practitioners, and health and treatment staff. The third-round questionnaire included feedback and items that were not agreed upon in the second round.
The results of this study indicated the necessity of forming a teaching team, paying attention to the selection criteria, and planning requirements for assigning responsibilities to the teaching team in accordance with the objectives, programs, and requirements of medical schools, along with using strategies to attract participation and create motivation in the teaching team.
本研究的目的是认识到在临床环境中学习时，学生与教师、学习材料及学习环境之间的互动至关重要。在临床教育中，不同群体可能会对医学生起到教师的作用。本研究旨在确定医学临床教师的最佳特质、选拔标准及其职责。
本研究采用改良德尔菲技术。参与者包括伊朗各地教育副校长、医学院院长及医学院教育副院长。本研究分三轮进行。第一轮，采用目的抽样法选取参与者，通过焦点小组讨论收集数据，并通过内容分析进行分析。第二轮和第三轮的数据收集工具是基于第一轮得出的问卷，接受或拒绝问卷项目的共识标准是频率分布。
第一轮的最终陈述数量为157条。第二轮问卷在教学团队、选拔标准、教学团队任务描述（包括教员、专科工作人员、住院医师、全科医生以及健康与治疗工作人员）以及分别针对专科工作人员、住院医师、全科医生以及健康与治疗工作人员的激励措施这四个部分进行设计。第三轮问卷包括反馈以及第二轮中未达成一致的项目。
本研究结果表明，有必要组建教学团队，关注选拔标准，根据医学院校的目标、课程和要求规划教学团队的职责分配要求，同时运用策略吸引教学团队参与并激发其积极性。
