The Impact of Skills Education of Presenting the Effective Feedback to the Internist Professors of Medical Sciences University of Birjand on the Application of those Skills in the Clinical Education by Professors

Seyed Mojtaba Mousavi Bazaz^1,2 and Afagh Zarei^3,4*

¹Department of Medical Education, School of Medicine, University of Medical Sciences, Mashhad, Iran. ²Department of Community, Medicine, School of Medicine, University of Medical Sciences, Mashhad, Iran. ³Atherosclerosis and Coronary Artery Research Center, MSc Medical Education, Birjand University of Medical Sciences,Birjand,Iran ⁴Department of Medical Education, School of Medicine, University of Medical Sciences, Mashhad, Iran.

DOI : http://dx.doi.org/10.13005/bbra/2237

ABSTRACT: Clinical education is recognized as a key component of medical education that is allocated to itself about 50% of medical education. Therefore, methods of clinical education are important. The feedback is known as an essential element in clinical training and the studies of the use of it is along with shortcomings in clinical by professors and therefore, this study examines the impact of skills education of presenting the effective feedback on the application of those skills by professors. This study was conducted an intervention study of before and after that was administered on the internist professors of Medical Science University of Birjand. The level of skills application related to presenting the effective feedback was evaluated by a valid and reliable check list. The intervention of this study was held in the form of a 6-hour workshop where the skills of the presenting the effective feedback to the professors were trained. Data after coding analyzed by using Spss software version 16. In analyzing the data, descriptive statistics (mean and standard deviation) and inferential statistics (T pair) were used. Data analysis showed that the application of skills related to the appropriate feedback by professors before and after the intervention has had change in this study significantly. Level of significance was reported for each of the skills (P <0.05) that show a significant difference of changes before and after the intervention. The results showed that skills education of presenting the effective feedback to medical professors in the form of workshops, have a direct impact on their application in clinical education of that professors. So holding workshops for professors can be included in education programs of improving the quality of teaching academics.

KEYWORDS: Clinical education; Medical education; Feedback

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