Code : 9345-339950      Created Date : Monday, August 11, 2014   Update Date : Monday, August 11, 2014    Visit : 2522

International Medical Education Conference (IMEC – 2014)

The report of International Medical Education Conference (IMEC – 2014) by Dr. Azim Mirzazadeh

 

Application Code :
306-0114-0054
 
Created Date : Tuesday, June 17, 2014 00:54:56Update Date : Sunday, July 20, 2014 16:34:24IP Address :172.16.1.188
Submit Date : Sunday, July 20, 2014 16:34:59Email : mirzazad@tums.ac.ir
Personal Information
Name : Azim
Surname : Mirzazadeh
School/Research center : School of Medicine
If you choose other, please name your Research center :  
Possition : Associate professor
Tel : +98-21-88973670
E-mail : mirzazad@tums.ac.ir
Information of Congress
Title of the Congress : International Medical Education Conference (IMEC – 2014)
Title of your Abstract : Communication skills training programs in
Iranian Medical Schools: a national survey
country : Malyasia
From : Tuesday, March 11, 2014
To : Thursday, March 13, 2014
Abstract(Please copy/paste the abstract send to the congress) : ABSTRACT NUMBER: P11
Communication skills training programs in
Iranian Medical Schools: a national survey
Azim Mirzazadeh, Narges Saleh, Ali Labaf and
Farhad Shahi
Tehran University of Medical Sciences, Tehran, Iran
Background & Objectives
Poor communication skills have been reported in
many Iranian medical schools. The present survey
aimed to gather the required information about the
current situation of communication skills courses for
medical students in Iranian medical schools.
Methods
Those medical schools that have communication skills
course have received the questionnaire by email. The
data extracted from the questionnaires was then
analyzed.
Results
From 47 public medical schools only 12 schools have
courses on communication skills. About 70% of the
questionnaires are received. The courses were mainly
held during pathophysiology (87%), in 13% during
the clerkship. Mean duration of these courses was 9
hours, (range: 2 to 21). The main teaching method
was lecture (87%); the other teaching methods were
small group discussion in 75%, role-playing in 12%
and interview with a simulated patient in 12%. No
assessment was performed in 45% of the courses. In
others, however, various methods were used (OSCE:
17%, MCQ: 80%, Essay: 40%).
Conclusion
Despite the fact that communication skills abilities of
many medical students are reported to be poor, related
training programs are only part of the curriculum of
25% of the studied medical schools. The teaching
methods in most of these courses seem not suitable
for enabling medical student to communicate
effectively with their patients. Interventions targeting
effective learning of communication skills need to be
developed to help medical students understand the
importance of communication and the complexity of
communication issues in health care.
Keywords of your Abstract : communication skills program, undergraduate medical education, survey
Acceptance Letter : http://gsia.tums.ac.ir/images/UserFiles/19719/Forms/306/acceptance_letter.docx
The presentation : Poster
The Cover of Abstract book : http://gsia.tums.ac.ir/images/UserFiles/19719/Forms/306/abstract book cover_3.docx
Published abstract in the abstract book with the related code : http://gsia.tums.ac.ir/images/UserFiles/19719/Forms/306/abstract in abstract book_3.docx
Where has your abstract been indexed? : none
If you choose other, please name :  
   
The Congress Reporting Form
How many volunteers were present at the Congress? : 300
Delegates from which countries presented in the congress? : mostly from Malaysia, others from south Asian region, Australia and some delegates from EMR
Were the delegates of any other organizations present in the congress? : No
If yes, please write the names of the organizations in the box :  
What were the responses to your talking points? Were specific questions or concerns raised? : I have a poster about communication skills training program survey in iran and I have not received any comments about it
If you met staff members, please list their full names & positions. : -
Please inform us if there are any follow up actions we need to talk with the members of the congress : this question is vague to me and could not understand what is the reason to ask such in detail question. when you use "if" in your question it means that you accepted that it may not occur at all and in such situation it is not understandable why you made the response to this question mandatory. unfortunately the process for application is so lengthy and the site is very user unfriendly which made me totally confused and upset.
Your experiences about the travel processes(Providing ticket, accommodation,...) : excellent
Please give a briefing of your own observations and outcomes of the congress: : The major theme of the congress was interprofessional education. During 3 days of the congress this issue was explored in depth and from various perspectives. 
The first day of the congress was devoted to preconference workshop. I have participated in two half day workshops about interprofessional education organized by Jill Thistlethwaite and Craig Zimitat. The opening ceremony was held at the evening of the first day with an interesting speech by Dr Abu Bakar Suleiman the president of International Medical University on important topics of health care system in different parts of the world and its challenges. The second day (fist day of main congress) has started with some plenary sessions on definition of Interprofessional education, how it could be implemented in different settings, experiences in different parts of the world by well known authorities such as Ronald Harden, and Jill Thistlethwaite. It has followed by some short communication sessions. In third day the IMU- Ronald Harden award nominees presented their works and finally by a great presentation on competency framework for interprofessional education. In afternoon of third day they has organized a very interesting debate by two teams of students about interprofessional education which has followed by a plenary session by Trudie Roberts which has criticized the interprofessional education. 
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