Volume 30, Issue 6 (9-2023)
RJMS 2023, 30(6): 286-293 |
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Research code: 01
Ethics code: IR.IAU.SARI.REC.1403.094
Clinical trials code: 01
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Sadati S I, Hashemnejad Abresi F, Salehi M. The Effect of Clinical Skills Training on Academic Self-Efficacy in Postgraduate Students and Assistants of Mazandaran University of Medical Sciences. RJMS 2023; 30 (6) :286-293
URL: http://rjms.iums.ac.ir/article-1-8064-en.html
URL: http://rjms.iums.ac.ir/article-1-8064-en.html
Assistant Professor, Department of Educational Management, Sari Branch, Islamic Azad University, Sari, Iran , hashemnjad2995@chmail.ir
Abstract: (195 Views)
Background & Aims: Clinical education is one of the critical stages of medical education, which plays a major role in shaping the professional capabilities of learners. Due to the importance of this, practical medical education has undergone significant changes in the last two decades and has gone towards the expansion of clinical skills training centers. The main goal of clinical skills training centers is to simulate a clinical environment so that clinical skills training can be controlled and practiced. Obviously, these centers only complement the real clinical environment and do not replace it in any way. Planning for teaching, training during the clinical encounter, and reflection on the clinical experience. Skills training in the skills center leads to learning the standard "procedure". It becomes "skill performance". Learning clinical skills in the clinical skills training section provides an opportunity for students to practice their clinical skills in a simulated educational situation that is designed and equipped to learn a number of basic skills. Develop through training on mannequins and their attached equipment as part of an organized program. In response to the changes made in the way of education, the clinical skills section provides an opportunity for students of medical sciences to practice their clinical and communication skills in a calm and controlled environment by using a variety of teaching aids, models, and mannequins. to increase The clinical skills learning center provides an opportunity for medical students to practice their clinical and communication skills in a calm and controlled environment by using a variety of teaching aids, models, and mannequins, before entering the increase scientific environment. Based on a survey about the satisfaction of the students with the clinical skills center, 90% believed that the clinical skills center actually creates a link between theoretical content and practical skills. Self-efficacy is defined as a motivational factor that activates, empowers, maintains, and guides behavior towards the goal. Self-efficacy is one of the key variables in Bandura's cognitive-social theory. Self-efficacy beliefs refer to the feeling of self-esteem and self-worth, the feeling of sufficiency and efficiency in dealing with life. Self-efficacy plays a vital role in improving clinical issues such as fearlessness, depression, social skills, and self-expression. Self-efficacy is one of the most important components of achieving success and reconciliation and it is placed in the field of positive psychology. People with high self-efficacy can be more involved in challenging situations. With their curiosity, they can use appropriate solutions to solve their problems and show more perseverance to solve academic problems. From the researcher's point of view, our current universities have not yet been able to effectively introduce their scientific findings, especially in medical sciences, into the field of simulation in educational affairs. Therefore, in order for students to benefit as much as possible from the scientific potentials of the clinical skills training center of the country, it is necessary to follow up the equipment of the clinical skills training centers in a more serious manner, which requires the identification of the factors It is effective on teaching clinical skills in research projects of universities of medical sciences. On the other hand, due to the fact that many ideas of researchers in various fields are left unused on the shelves of libraries and that the energy of these people is wasted on creating knowledge that cannot be properly used in practice, this shortcoming causes students and researchers to be disappointed. The creation of knowledge and in some cases the spread of science is beyond the borders of the country; According to the above, the aim was to study the effect of clinical skills training on academic self-efficacy in students and assistants of Mazandaran University of Medical Sciences.
Methods: This study was conducted with a mixed approach (qualitative and quantitative). A semi-structured interview was used in the qualitative approach. The statistical population in the qualitative section was 29 professors of medical sciences universities in the first region with a doctorate degree and the academic rank of associate professor or higher, and based on the saturation law, 14 people were determined and selected as a statistical sample. In the quantitative part, 312 people were selected as a statistical sample among the 1665 graduate students and assistants of Mazandaran University of Medical Sciences based on Cochran's formula. The research tool included a researcher-made clinical skill training questionnaire and Farman's (2015) self-efficacy questionnaire. Data analysis was done using SPSS21 and PLS software.
Results: The results showed that clinical skill training has become significant in self-efficacy at the level of 0.95.
Conclusion: In general, it can be concluded that by focusing on clinical skills training, the self-efficacy level of graduate students and assistants can be improved, therefore it is important to pay attention to clinical skills training. One of the limitations of the present study is the problem of communicating with some professors of the university and determining the time required to conduct the interview, as well as the low interest of some samples to participate in the research process and complete the questionnaires of the quantitative stage of the research, as well as due to the current conditions. The ruler of the society pointed out that due to the epidemic of Covid-19, the process of distributing and collecting questionnaires was accompanied by many time and place restrictions, although the distribution and collection of some questionnaires were in virtual space and online. According to the results, it is suggested that the members of the academic staff and the program coordinators of the higher education system should familiarize themselves with the basics of educational strategies and techniques and how to teach and strengthen them in students in educational courses. Therefore, professors can use methods based on educational technology and cognitive and metacognitive learning strategies to improve the academic progress and self-efficacy of students. Also, the training of practical clinical skills should be given serious attention by the officials of the universities of medical sciences, and sufficient intellectual, human, and material investment should be made in this field.
Methods: This study was conducted with a mixed approach (qualitative and quantitative). A semi-structured interview was used in the qualitative approach. The statistical population in the qualitative section was 29 professors of medical sciences universities in the first region with a doctorate degree and the academic rank of associate professor or higher, and based on the saturation law, 14 people were determined and selected as a statistical sample. In the quantitative part, 312 people were selected as a statistical sample among the 1665 graduate students and assistants of Mazandaran University of Medical Sciences based on Cochran's formula. The research tool included a researcher-made clinical skill training questionnaire and Farman's (2015) self-efficacy questionnaire. Data analysis was done using SPSS21 and PLS software.
Results: The results showed that clinical skill training has become significant in self-efficacy at the level of 0.95.
Conclusion: In general, it can be concluded that by focusing on clinical skills training, the self-efficacy level of graduate students and assistants can be improved, therefore it is important to pay attention to clinical skills training. One of the limitations of the present study is the problem of communicating with some professors of the university and determining the time required to conduct the interview, as well as the low interest of some samples to participate in the research process and complete the questionnaires of the quantitative stage of the research, as well as due to the current conditions. The ruler of the society pointed out that due to the epidemic of Covid-19, the process of distributing and collecting questionnaires was accompanied by many time and place restrictions, although the distribution and collection of some questionnaires were in virtual space and online. According to the results, it is suggested that the members of the academic staff and the program coordinators of the higher education system should familiarize themselves with the basics of educational strategies and techniques and how to teach and strengthen them in students in educational courses. Therefore, professors can use methods based on educational technology and cognitive and metacognitive learning strategies to improve the academic progress and self-efficacy of students. Also, the training of practical clinical skills should be given serious attention by the officials of the universities of medical sciences, and sufficient intellectual, human, and material investment should be made in this field.
Type of Study: Research |
Subject:
Clinical Psychiatry
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