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An exploratory study on the elements that might affect medical students' and residents' responsibility during clinical training.

Asemani O, Iman MT, Moattari M, Tabei SZ, Sharif F, Khayyer M - J Med Ethics Hist Med (2014)

Bottom Line: Within each theme, participants recurrently described "individual" and "non-individual or system" based factors that played a role in medical trainees' observance of responsibility.Overall, contextual conditions provide MTs with a "primary or basic responsibility" which is then transformed into a "secondary or observed responsibility" under the influence of intervening conditions.In conclusion three measures were demonstrated to be very important in enhancing Iranian MTs' observance of responsibility: a) to make and implement stricter and more exact admission policies for medical colleges, b) to improve and revise the education system in its different dimensions such as management, structure, etc. based on regular and systematic evaluations, and c) to establish, apply and sustain higher standards throughout the educational environment.

View Article: PubMed Central - PubMed

Affiliation: Department of Medical Ethics and Philosophy of Health, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.

ABSTRACT
We are now more or less confronting a "challenge of responsibility" among both undergraduate and postgraduate medical students and some recent alumni from medical schools in Iran. This ethical problem calls for urgent etiologic and pathologic investigations into the problem itself and the issues involved. This study aimed to develop a thematic conceptual framework to study factors that might affect medical trainees' (MTs) observance of responsibility during clinical training. A qualitative descriptive methodology involving fifteen in-depth semi-structured interviews was used to collect the data. Interviews were conducted with both undergraduate and postgraduate MTs as well as clinical experts and experienced nurses. Interviews were audio-recorded and then transcribed. The data was analyzed using thematic content analysis. The framework derived from the data included two main themes, namely "contextual conditions" and "intervening conditions". Within each theme, participants recurrently described "individual" and "non-individual or system" based factors that played a role in medical trainees' observance of responsibility. Overall, contextual conditions provide MTs with a "primary or basic responsibility" which is then transformed into a "secondary or observed responsibility" under the influence of intervening conditions. In conclusion three measures were demonstrated to be very important in enhancing Iranian MTs' observance of responsibility: a) to make and implement stricter and more exact admission policies for medical colleges, b) to improve and revise the education system in its different dimensions such as management, structure, etc. based on regular and systematic evaluations, and c) to establish, apply and sustain higher standards throughout the educational environment.

No MeSH data available.


Related in: MedlinePlus

Contextual and intervening conditions extracted as effective in medical Trainees’ responsibility in clinical settings.
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f1-jmehm-7-8: Contextual and intervening conditions extracted as effective in medical Trainees’ responsibility in clinical settings.

Mentions: The saturation state in each group was independent. Yet, the obtained data of both groups were eventually added together and classified into a uniform set of themes and subthemes. Additionally, with the aim of adding external views, the data of the interviews with clinical experts and professional nurses was also scanned and added to this set to ensure saturation state. Here, The final set of data has been presented along two broad themes: i) contextual conditions, and ii) intervening conditions. As can be seen in figure 1, according to the data, each theme contained two sets of individual and non-individual (or system) based factors, which have been illustrated in the contextual and intervening conditions boxes. In the following section, we have tried to present a comprehensive and more detailed view of each theme according to the participants.


An exploratory study on the elements that might affect medical students' and residents' responsibility during clinical training.

Asemani O, Iman MT, Moattari M, Tabei SZ, Sharif F, Khayyer M - J Med Ethics Hist Med (2014)

Contextual and intervening conditions extracted as effective in medical Trainees’ responsibility in clinical settings.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4263384&req=5

f1-jmehm-7-8: Contextual and intervening conditions extracted as effective in medical Trainees’ responsibility in clinical settings.
Mentions: The saturation state in each group was independent. Yet, the obtained data of both groups were eventually added together and classified into a uniform set of themes and subthemes. Additionally, with the aim of adding external views, the data of the interviews with clinical experts and professional nurses was also scanned and added to this set to ensure saturation state. Here, The final set of data has been presented along two broad themes: i) contextual conditions, and ii) intervening conditions. As can be seen in figure 1, according to the data, each theme contained two sets of individual and non-individual (or system) based factors, which have been illustrated in the contextual and intervening conditions boxes. In the following section, we have tried to present a comprehensive and more detailed view of each theme according to the participants.

Bottom Line: Within each theme, participants recurrently described "individual" and "non-individual or system" based factors that played a role in medical trainees' observance of responsibility.Overall, contextual conditions provide MTs with a "primary or basic responsibility" which is then transformed into a "secondary or observed responsibility" under the influence of intervening conditions.In conclusion three measures were demonstrated to be very important in enhancing Iranian MTs' observance of responsibility: a) to make and implement stricter and more exact admission policies for medical colleges, b) to improve and revise the education system in its different dimensions such as management, structure, etc. based on regular and systematic evaluations, and c) to establish, apply and sustain higher standards throughout the educational environment.

View Article: PubMed Central - PubMed

Affiliation: Department of Medical Ethics and Philosophy of Health, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran.

ABSTRACT
We are now more or less confronting a "challenge of responsibility" among both undergraduate and postgraduate medical students and some recent alumni from medical schools in Iran. This ethical problem calls for urgent etiologic and pathologic investigations into the problem itself and the issues involved. This study aimed to develop a thematic conceptual framework to study factors that might affect medical trainees' (MTs) observance of responsibility during clinical training. A qualitative descriptive methodology involving fifteen in-depth semi-structured interviews was used to collect the data. Interviews were conducted with both undergraduate and postgraduate MTs as well as clinical experts and experienced nurses. Interviews were audio-recorded and then transcribed. The data was analyzed using thematic content analysis. The framework derived from the data included two main themes, namely "contextual conditions" and "intervening conditions". Within each theme, participants recurrently described "individual" and "non-individual or system" based factors that played a role in medical trainees' observance of responsibility. Overall, contextual conditions provide MTs with a "primary or basic responsibility" which is then transformed into a "secondary or observed responsibility" under the influence of intervening conditions. In conclusion three measures were demonstrated to be very important in enhancing Iranian MTs' observance of responsibility: a) to make and implement stricter and more exact admission policies for medical colleges, b) to improve and revise the education system in its different dimensions such as management, structure, etc. based on regular and systematic evaluations, and c) to establish, apply and sustain higher standards throughout the educational environment.

No MeSH data available.


Related in: MedlinePlus