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Investigation of Clinical Medical Teachers’ Opinion about Validity-Feasibility of Clinical Assessment Tools in Medical Sciences Universities in Tehran

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DOI: 10.4236/ce.2012.326144    4,144 Downloads   6,038 Views   Citations

ABSTRACT

The purpose of this study is investigation about validity and feasibility of clinical assessment methods in the point of view of clinical instructors. The descriptive study was done in Tehran city universities. Population study consisted of academic clinical experts. The instrument was a two-part questionnaire made by using Accreditation Council for Graduate Medical Education )ACGME) suggested questionnaire and valid scientific resources. Sampling was based-objected. Total of obtained questionnaires were 83 which were collected from universities Tehran University of Medical Sciences (39), Iran University of Medical Sciences (24) and Shahid Beheshti Medical University (20). Data analysis was conducted by SPSS16. Data indicated that the majority of the study population believed that MCQ (97.6%) is used in clinical setting. OSCE (92.8%) and Logbook (86.7%) are the next methods. Furthermore, Multi-Source Feedback (MSF) (8.4%) and Portfolio (6%) are not often used; whereas the most suitable and feasible medical students' clinical assessment tools in variety of domains are completely different so that there are lots of suggested methods for efficient evaluation. Also, the most suitable and feasible methods were the same in 60% cases. Clearly, no single rating is able to provide the whole story about any doctor’s ability to practice medicine, as this requires the demonstration of ongoing competence across a number of different general and specific areas.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Zadeh, J. , Dargahi, H. , Shajari, J. , Ali, R. , Narenjiha, M. , Afsharpour, S. & Mehdivarzi, D. (2012). Investigation of Clinical Medical Teachers’ Opinion about Validity-Feasibility of Clinical Assessment Tools in Medical Sciences Universities in Tehran. Creative Education, 3, 946-950. doi: 10.4236/ce.2012.326144.

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