Rahimi Masoumeh, Haghani Fariba, Kohan Shahnaz, Shirani Majid
Education Development Center, Shahrekord University of Medical Sciences, Shahrekord, Iran, Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2021 Aug 31;10:287. doi: 10.4103/jehp.jehp_1425_20. eCollection 2021.
Clinical training during internship is an important part of medical education. The maternity ward is a clinical environment in which medical students pass their obstetrics and gynecology internship to obtain competencies in this field. The present study was conducted to explain medical interns' manner of learning in the maternity ward.
The present study was conducted using a qualitative approach with the inductive content analysis method. This study observed the maternity wards of teaching hospitals affiliated to medical sciences universities of Isfahan and Shahrekord. Data were collected through observation and semi-structured individual interviews.
Two main categories and seven subcategories emerged from the analysis of the data. Inadequate participation in learning opportunities included the following three subcategories: the incongruousness of the learning opportunities with the educational goals, inadequate readiness for participation in learning opportunities, and the overlap between learning opportunities and diminished autonomous practice. Inadequate formal and structured education included the following four subcategories: inadequate learning support and direction, subordinate roles and aimless presence, the pale educational role played by the attendants and senior residents, and learning through the support of midwifery educators.
Participation in and access to learning opportunities in the maternity ward are very difficult for interns. Interns, therefore, need to attend the maternity ward by a structured program and in the company of training supervisors or competent educators to obtain the required competencies in pregnancy and childbirth.
实习期间的临床培训是医学教育的重要组成部分。产科病房是医学生完成妇产科实习以获得该领域能力的临床环境。本研究旨在解释医学实习生在产科病房的学习方式。
本研究采用定性研究方法及归纳性内容分析法。研究观察了伊斯法罕和沙赫雷克德医科大学附属教学医院的产科病房。通过观察和半结构化个人访谈收集数据。
数据分析得出两个主要类别和七个子类别。学习机会参与不足包括以下三个子类别：学习机会与教育目标不一致、参与学习机会的准备不足、学习机会重叠与自主实践减少。正规和结构化教育不足包括以下四个子类别：学习支持和指导不足、从属角色与无目的在场、主治医生和高年资住院医师教育作用薄弱、通过助产教育工作者的支持进行学习。
实习生在产科病房参与学习机会并获得学习机会非常困难。因此，实习生需要通过结构化程序并在培训主管或称职教育工作者的陪同下进入产科病房，以获得妊娠和分娩所需的能力。
