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Who are the right teachers for medical clinical students? Investigating stakeholders’ opinions using modified Delphi approach

Authors Shaterjalali M, Yamani N, Changiz T

Received 12 June 2018

Accepted for publication 8 September 2018

Published 8 November 2018 Volume 2018:9 Pages 801—809

DOI https://doi.org/10.2147/AMEP.S176480

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Colin Mak

Peer reviewer comments 3

Editor who approved publication: Dr Anwarul Azim Majumder


Maria Shaterjalali, Nikoo Yamani, Tahereh Changiz

Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Science, Isfahan, Iran

Purpose: 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.
Methods: 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.
Results: 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.
Conclusion: 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.

Keywords: clinical education, clinical teachers, clinical staff, residents, general practitioners

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