نوع مقاله : مقاله پژوهشی
نویسندگان
1 پزشک عمومی، دانشجوی دکترای تخصصی طب سنتی ایران، مرکز تحقیقات طب سنتی و تاریخ طب، دانشگاه علوم پزشکی شیراز، شیراز، ایران.
2 پزشک عمومی، دانشجوی دکترای تخصصی طب سنتی ایران، کمیته ی تحقیقات دانشجویی، دانشگاه علوم پزشکی شیراز، شیراز، ایران.
3 پزشک عمومی، دانشگاه علوم پزشکی شیراز، شیراز، ایران
4 عضو هیأت علمی، مرکز تحقیقات غدد و متابولیسم، بیمارستان نمازی، دانشگاه علوم پزشکی شیراز، شیراز، ایران
چکیده
نظر به گسترش روزافزون حجم اطلاعات پزشکی و محدودیت زمان و منابع در آموزش پزشکی، در نظر گرفتن اولویتهای آموزشی برای برنامه ریزی آموزش پزشکی اهمیت وافری دارد. در سال 1383 وزارت بهداشت با همکاری دانشگاه علوم پزشکی شهید بهشتی، اولویتهای مورد نیاز پزشک عمومی را ذیل 1800 عنوان بیماری (در 20 بخش بالینی) تعریف نمود. این اولویت‌ها بر اساس وظایف پزشک عمومی و از A (باید دانسته شود) تا D(نیازی به دانستن نیست) تعریف شده‌اند. در این مطالعه بر آن هستیم تا میزان تطابق سؤالات آزمون های جامع پیشکارورزی با اولویت های مورد اشاره را بررسی نماییم. برای این کار ابتدا جزء مورد بحث از بیماری مطرح شده در هر سؤال تعیین و سپس درجه ی اهمیت آموزشی آن از A تا D تعیین می‌شد. در نهایت مجموع اولویتهای A تا Dبرای هر درس در مجموع پنج دوره و همچنین برای هر دوره آزمون، محاسبه و میزان تطابق آن با اولویتهای مورد انتظار، از طریق آزمون کای اسکوئر (Chi-Square) و با استفاده از نرم‌افزار SPSS محاسبه گردید. اولویتهای مطرح شده در سؤالات تمامی درس‌ها به جز درس یورولوژی، و نیز در مجموع سؤالات هر دوره آزمون با اولویتهای مورد انتظار تفاوت قابل توجهی داشتند (P < 0.05). با توجه به مشارکت استادانی از دانشگاه‌های سراسر کشور در تعیین اولویتهای مورد اشاره، تغییر هدفدار در بافت سؤالات ضروری به نظر می‌رسد.
کلیدواژه‌ها
عنوان مقاله [English]
Assessment of Compliance of Comprehensive Pre-internship Exam Questions with Educational priorities that are Needed for General Practitioner
نویسندگان [English]
- Mohammad Hashem Hashempur 1
- Mojtaba Heydari 2
- Mohammad Hadi Bagheri 3
- Mesbah Shams 4
1 General Practitioner, PhD Candidate of Iranian Traditional Medicine, Research Center for Traditional Medicine and History of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.
2 General Practitioner,PhD Candidate of Iranian Traditional Medicine, Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran.
3 General Practitioner, Shiraz University of Medical Sciences, Shiraz, Iran.
4 Faculty Member of Department of Internal Medicine, Endocrine and Metabolism Research Center, Namazee Hospital, Shiraz University of Medical Sciences, Shiraz, Iran.
چکیده [English]
Due to ever increasing of medical information volume and restriction of time and resources for medical education, the educational priorities in planning of medical education become very important. At 1383 the Ministry of Health and Medical Education with collaboration of Shahid Beheshti university of medical sciences offered the educational priorities for 1800 diseases (in 20 clinical wards) according to general practitioner’s future duties, the defined priorities' grades from A (must to be learned) to D (no need to be learned). In this study, we tried to evaluate the coherence of comprehensive pre-internship exams questions with mentioned priorities. In this research we evaluated contents that were questioned in pre-internship exams questions to determine allocated percentage to each priority grade (A-D) for each one. Then their coherence with the expected ones was calculated by Chi-square test. At all fields' questions except those related to Urology and also at each exams, significant difference between questioned and expected questions were seen (p-value<0.05). Regarding to participated stuffs across the universities in determination the mentioned priorities, the target changes in questions seem essential in question' texture.
کلیدواژه‌ها [English]
- Medical education
- Educational priorities
- Training needs assessment
- Examinations
- Test design
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