Vahdat Sahar, Tanhaei Nazanin, Najafi Somayeh, Salemi Mohammad Hossein, Karbasian Fereshteh
Isfahan Kidney Diseases Research Center, Khorshid Hospital, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.
Department of Psychology, University of Tehran, Tehran, Iran.
J Family Med Prim Care. 2022 Dec;11(12):7537-7542. doi: 10.4103/jfmpc.jfmpc_994_21. Epub 2023 Jan 17.
Various factors can affect the clinical education of medical students. The main purpose of this study was to investigate the barriers to clinical educational related to medical students in Iranian universities of medical sciences. To conduct this study, all studies related to the subject under discussion, during the years 2000-2022, by systematically searching internationally available databases including Web of Science, Science Direct, Scopus, PubMed, and Google Scholar, were reviewed. Finally, 14 fully relevant studies were selected to investigate the main objective. The results of the present study showed that some factors, such as clinical environment, educational programs, facilities and equipment, number of students, how teaching professors, educators and hospital staff interacted with students, motivation and interest of students, hope for the future, job security and other similar parameters could affect the quality of clinical education. Based on the results of the present study, it can be concluded that the quality of clinical education in different universities of medical sciences is different and depended on many factors. Furthermore, it is necessary for the educational administrators of medical universities in Iran to identify the needs and shortcomings related to the clinical education of universities and then remove those barriers.
多种因素会影响医学生的临床教育。本研究的主要目的是调查伊朗医科大学中与医学生相关的临床教育障碍。为开展本研究，通过系统检索国际上可获取的数据库，包括科学引文索引、科学Direct、Scopus、医学期刊数据库和谷歌学术，对2000年至2022年期间所有与该讨论主题相关的研究进行了综述。最后，选择了14项完全相关的研究来调查主要目标。本研究结果表明，一些因素，如临床环境、教育项目、设施与设备、学生数量、教学教授、教育工作者和医院工作人员与学生的互动方式、学生的动机和兴趣、对未来的期望、工作保障以及其他类似参数，可能会影响临床教育质量。基于本研究结果，可以得出结论，不同医科大学的临床教育质量各不相同，且取决于许多因素。此外，伊朗医科大学的教育管理人员有必要确定与大学临床教育相关的需求和不足，然后消除这些障碍。
