Research Article
Identifying and Explaining the Challenges and Effective Solutions to Improve the Quality of Teaching Assistants' Professional Ethics
Javadi Zeinab Sadat*
Issue:
Volume 1, Issue 1, March 2025
Pages:
1-12
Received:
15 February 2025
Accepted:
29 April 2025
Published:
29 May 2025
Abstract: Teaching the principles of professional ethics in medical sciences is directly related to people's health. The principles of professional ethics and compliance with medical standards have always been considered in the training of assistants. The purpose of this research was to identify the challenges and effective solutions on the professional ethics of assistants. The present qualitative study was conducted using the content analysis method. The articles were related to professional ethics, professional ethics training for specialist assistants, challenges of professional ethics, professors' professional ethics training, evaluation of assistants' professional ethics. 24 articles were selected for final review. Open coding of articles was done using MAXQDA10 software. In the next step, the conceptual and semantic similarity of grouping and each class was named with titles that showed its characteristics. The results of data analysis led to the identification of 5 challenges (lack of professional ethics lesson plans in the assistants' training program, students' encounter with professional ethics challenges in the process of treating patients, conflicts between the roles of professors between education and treatment, professional ethics in the curriculum Neglected, non-contractual approach of professional ethics) and 9 solutions (formation of professional ethics in students through the exemplary role of the professor, teaching active professional ethics to students at the patient's bedside, creating a suitable clinical environment to improve the quality of students' professional ethics learning, Evaluation accurate professional performance of assistants during the training course, developing a comprehensive training program of professional ethics in the official training program, maintaining patient safety by promoting the professional ethics training of assistants, improving the quality of teaching professional ethics of professors to assistants by using diversity in teaching methods, creating A suitable educational opportunity to improve the quality of professional ethics training for students, improving the quality of professional ethics with the development of medical skills and knowledge. It is necessary to teach the principles of professional ethics to assistants who are the key elements of treatment and education in teaching hospitals, who must serve in society as specialists in the future. This research will improve the quality of professional ethics training for assistants by identifying the challenges facing assistants' professional ethics training and providing appropriate solutions.
Abstract: Teaching the principles of professional ethics in medical sciences is directly related to people's health. The principles of professional ethics and compliance with medical standards have always been considered in the training of assistants. The purpose of this research was to identify the challenges and effective solutions on the professional ethi...
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Research Article
Barriers to Feedback Process; Faculty and Students Point of View in an Outcome Based Education Framework at Al-Tibri Medical College
Anas Bin Tariq*,
Omaimah Tauqir,
Sail,
Sabah Rajab,
Maryam Yasir,
Mirza Sikandar Baig
Issue:
Volume 1, Issue 1, March 2025
Pages:
13-19
Received:
14 May 2025
Accepted:
10 June 2025
Published:
30 June 2025
Abstract: The process of feedback in an OBE tends to serve as a backbone in assessing performance of students. The objective of this research was to determine the barriers to the process of feedback from both faculty and students’ point of view in an outcome based education framework at Al-Tibri Medical College, Karachi, Pakistan. For this purpose, a cross sectional analytical study was carried out at Department of Medical Education for a period of six months (January 2024 to June 2024). All faculty and undergraduate medical students of MBBS were enrolled according to inclusion and exclusion criteria. SPSS version 23.0 was used for data analysis. To compute association of questions with faculty and students, chi-square test was applied keeping p<0.05 as statistically significant. 350 participants (64.3% female, mostly aged 18-25) were included. They identified significant barriers to effective feedback in medical education. Key issues included fear of negative comments (50%), time constraints (48.6%), and inadequate faculty training (68.6%). Faculty-student response comparisons revealed statistically significant differences in areas like faculty involvement and difficulty understanding comments. Despite differences, both groups agreed on the importance of regular feedback. These findings highlight systemic challenges, emphasizing the need for better training, timely feedback, and a supportive environment for effective communication. The study revealed crucial insights into the barriers to the feedback process at ATMC, emphasizing the need for structured feedback training for faculty, timely and comprehensible feedback for students, and addressing the fear of negative comments.
Abstract: The process of feedback in an OBE tends to serve as a backbone in assessing performance of students. The objective of this research was to determine the barriers to the process of feedback from both faculty and students’ point of view in an outcome based education framework at Al-Tibri Medical College, Karachi, Pakistan. For this purpose, a cross s...
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