Abstract:
Introduction: One of the main educational fields in medical education is an outpatient clinic.
To better understand the clinical teaching‑learning process in outpatient education, the quality of
interactions among instructors, students, and patients was investigated in this study. Methods: This
was a qualitative study which was conducted in an educational hospital at the Department of Surgery.
The researcher observed interactions for 5 months and analyzed the 5th month’s data only. All
observations were narrated and qualitative content analysis method was adopted to analyze the data.
Result: A total of 68 codes are extracted. The classification of revealed codes led to the generation of
10 sub‑themes and four main themes. The theme “the instructional interaction” consists of “variety in
teaching methods, selective educational content, instructors coordination, and course content based
on educational needs” sub‑themes. The theme “instructional management” consists of educational
supervision and time management sub‑themes. The theme “interactive learning” consists of “learning
through interaction with patients” and “learning through interaction with peer” sub‑themes. The
theme “instructor as a role model” consists of “respect to codes of conduct” and “respect to patient`s
right” sub‑themes. Conclusion: To enhance teaching and learning effectiveness in outpatient setting,
more attention should be paid regarding the main themes of this study. More studies are needed to
explore the quality of educational interaction in other clinical setting.
Machine summary:
[13] Since there are limited researches on the quality of interaction between teacher and students in outpatient clinics, in this study, the qualitative content analysis of observation was used in one outpatient clinic to describe the quality of interaction in one educational course.
The researcher observed interaction among five instructors, 11 residents and 22 interns in nine internship courses and 58 externs in 10 externship courses, in 5 months period, to best understand the educational setting and the individuals.
Mini lectures, case presentation and )view the image of this page) 284 International Journal of Educational and Psychological Researches / Vol 1 / Issue 4 / October-December 2015 problem‑solving are the most common teaching methods.
In the case presentation method, each Student must select some patients and interview with them in the next room before attending the instructor in an outpatient clinic.
At the presentation time, student must deliver the summarized and organized medical history, differential diagnosis, and treatment plan for each patient to the instructor.
Course content based on educational needs In this outpatient clinic, three levels of learners such as resident, intern, and extern were taught simultaneously.
[17] In clinical education, instructional interaction and feedback is rare[18] their general approach of teaching is based on Banking Model of teaching as less emphasized on learning by doing or self‑learning and active participation in teaching‑learning process.
It was observed in this study that the students were not motivated in participating in interactive learning, especially interns.