A Comparison of the Viewpoints of Clinical Educators and Students of the University of Social Welfare and Rehabilitation Sciences toward Clinical Training Status of Rehabilitation Disciplines in 2013-14

AUTHORS

Reza Kariminejad 1 , Roshanak Vameghi 2 , * , Kianoush Abdi 3 , Enayatollah Bakhshi 4 , Zeinab Mohammdzadeh 5

1 M.Sc. Student in Rehabilitation Management, University of Welfare and Rehabilitation Sciences, Tehran, Iran, Iran

2 Pediatrician, Professor, Department of Rehabilitation Management, University of Welfare and Rehabilitation Sciences, Tehran, Iran, Iran

3 Ph.D. Student in Health Services Management, Lecturer, Department of Rehabilitation Management, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, Iran

4 Biostatistics, Associated Professor, Department Of Biostatistics, University of Social Welfare and Rehabilitation, Tehran, Iran, Iran

5 Ph.D. Student in Health Information Management, School of Allied Medical Sciences, Tehran University of Medical Science, Tehran, Iran, Iran

How to Cite: Kariminejad R , Vameghi R, Abdi K , Bakhshi E , Mohammdzadeh Z . A Comparison of the Viewpoints of Clinical Educators and Students of the University of Social Welfare and Rehabilitation Sciences toward Clinical Training Status of Rehabilitation Disciplines in 2013-14, Strides Dev Med Educ. 2015 ; 12(3):e58702.

ARTICLE INFORMATION

Strides in Development of Medical Education: 12 (3); e58702
Published Online: August 28, 2015
Article Type: Research Article
Received: July 25, 2017
Accepted: December 27, 2014

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Abstract

Background & Objective: Clinical education courses are recognized as the heart of professional education because more than 50% of students’ time is spent in clinical environments. Therefore, qualifying in clinical skills requires an effective clinical learning environment. Thus, clinical education can be enriched through the consideration of clinical educators’ and students’ perspectives . The aim of this study was to compare the viewpoints of clinical educators and students of the University of Social Welfare and Rehabilitation Sciences, Tehran, Iran, toward the clinical education status of rehabilitation disciplines.

Methods: This study was a cross-sectional study. Based on the inclusion criteria and using convenience sampling method, 54 clinical educators and 178 students were chosen from among clinical educators and students of orthopedics, physiotherapy, occupational therapy, and speech therapy disciplines. The participants completed valid and reliable clinical education questionnaires in the field of rehabilitation.

Results: A statistical difference was observed between clinical educators’ and students’ viewpoints in the area of “clinical learners”. With regard to the academic degrees of clinical educators, there was a statistically significant difference in the “evaluation area”. With regard to the gender of clinical educators, differences were observed in the area of “clinical learners”. According to students’ academic disciplines, with the exception of the field of “management”, statistical differences were observed in other areas.

Conclusion: Clinical education courses in Rehabilitation Sciences must provide an effective clinical learning setting. Moreover, reviewing of management and evaluation of clinical education through appropriate evaluation criteria in order to improve the clinical education status is necessary.

Keywords

Rehabilitation Clinical education Clinical instructor Student

© 2015, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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