Examining the Learning Requirements of General Practitioner Courses in the Areas of Cognitive, Psychological-Motor and Emotion from the Perspective of Professors of Kurdistan University of Medical Sciences

authors:

avatar Fariba Farhadifar 1 , avatar Bahram Nikkhoo 2 , avatar Arash Pouladi 3 , avatar Mojhdeh Bahram Rezaie 4 , avatar Sholeh Shahgheibi 1 , avatar Shoaleh Shami 5 , avatar Karim Nasseri 6 , * , avatar Monireh Karimian 5

Dept. of Obstetrics and Gynecology, School of Medicine, Kurdistan University of Medical Sciences, Sanandaj, Iran
Dept. of Pathology, School of Medicine, Kurdistan University of Medical Sciences, Sanandaj, Iran
Ph.D Student in Medical Genetics, School of Medical Sciences, Tarbiat Modares University, Tehran, Iran
Ph.D Student in Reproductive Biology, School of Medicine, Tehran University of Medical Sciences. Tehran, Iran
Dept. of Nursing, School of Nursing and Midwifery, Kurdistan University of Medical Sciences, Sanandaj, Iran
Dept. of Anesthesiology, Kurdistan Research Center for Social Determinants of Health, School of Medicine, Kurdistan University of Medical Sciences, Sanandaj
Educational Research in Medical Sciences: Vol.2, issue 1; e77206
published online: August 19, 2013
article type: Research Article
received: November 18, 2012
accepted: August 15, 2013

how to cite: Farhadifar F , Nikkhoo B , Pouladi A , Bahram Rezaie M , Shahgheibi S , et al. Examining the Learning Requirements of General Practitioner Courses in the Areas of Cognitive, Psychological-Motor and Emotion from the Perspective of Professors of Kurdistan University of Medical Sciences. Educ Res Med Sci. 2013;2(1):e77206. 

Abstract

Introduction: It is necessary to analyze the limitations and essentials of the medical students’ learning compatible with their future working environment in order to control the quality of the education. This study was designed to investigate the basics of learning and to prepare educational logbooks for all clinical departments at Kurdistan University of Medical Sciences in line with promotion of educational and students’ assessment.
Methods: This study was carried out in three phases. In the first phase, content was confirmed according to the expert views. In the second phase, materials were analyzed in terms of being core and non-core. In the third phase, prioritized subjects were summarized and locations selected for teaching each skill, rotation style, regulations and responsibilities of the students, assessment method and group’s expectations from students were determined. The data were analyzed by analytic hierarchy process (AHP), comparison of the content of materials and qualitative methods.
Results: All the faculty members considered capabilities such as taking the patient’s history, physical examination, diagnostic decision, patient’s referral skills, and appropriate relationship with patient and colleagues as the priorities of education. In addition, 93% of the faculty members added the interpretation of laboratory tests to the given list.
Conclusion: In this model, the main focus was on the content and process of education. It seems necessary, however, to pay attention to other issues like student’s motivational and research factors during designing the parallel patterns.

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References

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