Ethics code: IR.NASRME.1400.321
Razieh Nabimeybodi1 
, Assie Jokar2 , Roshanak Mokaberinejad3 , Morteza Mojahedi4 , Parisa Jafari5 , Zahra Jafari6 , Mahsa Rostami Chijan7 , Ali Norouzi8 , Marzieh Qaraaty *9
, Assie Jokar2 , Roshanak Mokaberinejad3 , Morteza Mojahedi4 , Parisa Jafari5 , Zahra Jafari6 , Mahsa Rostami Chijan7 , Ali Norouzi8 , Marzieh Qaraaty *9
1- Department of Persian Medicine, School of Persian Medicine, Shahid Sadoughi University of Medical Sciences, Ardakan, Yazd, Iran
2- Department of Persian medicine, Traditional and Complementary Medicine Research Center, Addiction Institute, Mazandaran University of Medical Sciences, Sari, Iran
3- Traditional Medicine and Materia Medica Research Center and Department of Traditional Medicine, School of Traditional Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
4- Traditional Medicine and History of Medical Sciences Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
5- Department of Persian Medicine, School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
6- Department of Persian Medicine, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran
7- Department of Persian Medicine, Fasa University of Medical Sciences, Fasa, Iran
8- Medical Education, School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
9- Education Development Center, Golestan University of Medical Sciences, Gorgan, Iran
2- Department of Persian medicine, Traditional and Complementary Medicine Research Center, Addiction Institute, Mazandaran University of Medical Sciences, Sari, Iran
3- Traditional Medicine and Materia Medica Research Center and Department of Traditional Medicine, School of Traditional Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
4- Traditional Medicine and History of Medical Sciences Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
5- Department of Persian Medicine, School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
6- Department of Persian Medicine, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran
7- Department of Persian Medicine, Fasa University of Medical Sciences, Fasa, Iran
8- Medical Education, School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
9- Education Development Center, Golestan University of Medical Sciences, Gorgan, Iran
Abstract: (57 Views)
Objective(s): In clinical education logbook plays an important role in improving the management of clinical education. In the internship courses 1 and 2, for Ph.D. degree in Persian Medicine, a collection of knowledge, competencies, and clinical skills is provided to the student. Since there is no similar degree to the Ph.D. in Persian Medicine[PM] with an approved educational program inside or outside the country, the implementation and evaluation of the internship period are not carried out uniformly in medical schools. The aim of the present study was to design a logbook to organize the provision of clinical education services and the evaluation of practical and clinical skills of PM students in this period.
Methods: This cross-sectional study was conducted in two phases. To design the logbook, the work stages were carried out based on Glassick's criteria. Then, as second phase the required content was designed in the form of a checklist and examined, analyzed, and finalized in a series of expert panel sessions attended by PM faculty members in Iran.
Results: A total of 20 faculty members representing 20 medical universities that offer this course participated in the logbook design. After completing the work stages and reaching a consensus among experts, the logbook was designed in two areas: general competencies, including disease diagnosis and treatment processes, patient management, and professional ethics, and specialized competencies, including procedural skills such as dry and wet cupping, massage, venesection, leech therapy, and other expected methods. To facilitate completion during the course and final evaluation, tables with titles related to the students’ practical tasks were designed and entered in the logbook.
Conclusion: The use of the present logbook and its gradual completion and correction by creating a suitable platform for enhancing the knowledge and clinical skills of PM students, plays an important role in management of clinical education of PM students.
Methods: This cross-sectional study was conducted in two phases. To design the logbook, the work stages were carried out based on Glassick's criteria. Then, as second phase the required content was designed in the form of a checklist and examined, analyzed, and finalized in a series of expert panel sessions attended by PM faculty members in Iran.
Results: A total of 20 faculty members representing 20 medical universities that offer this course participated in the logbook design. After completing the work stages and reaching a consensus among experts, the logbook was designed in two areas: general competencies, including disease diagnosis and treatment processes, patient management, and professional ethics, and specialized competencies, including procedural skills such as dry and wet cupping, massage, venesection, leech therapy, and other expected methods. To facilitate completion during the course and final evaluation, tables with titles related to the students’ practical tasks were designed and entered in the logbook.
Conclusion: The use of the present logbook and its gradual completion and correction by creating a suitable platform for enhancing the knowledge and clinical skills of PM students, plays an important role in management of clinical education of PM students.
type of study: Qualitative Study |
Subject:
Helath Services Management
Received: 2024/08/6 | Accepted: 2025/09/29 | ePublished ahead of print: 2025/10/25
Received: 2024/08/6 | Accepted: 2025/09/29 | ePublished ahead of print: 2025/10/25
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