Who are the right teachers for medical clinical students? Investigating stakeholders’ opinions using modified Delphi approach

Abstract

Purpose

The purpose of this study was to realize that learning in a clinical setting, the interactions of the students with teachers, learning materials, and learning environments are essential. In clinical education, different groups may play the role of the teacher for medical students. This study was designed to determine the optimal characteristics for medical clinical teachers, their selection criteria, and their responsibilities.

Methods

The modified Delphi technique was used in this study. Participants comprised vice-chancellors of education, deans of medical schools, and deputies of education in medical schools across Iran. This study was conducted in three rounds. In the first round, the participants were selected using purposive sampling, and the data were collected through focus group discussions and analyzed through content analysis. The data collection tool in the second and third rounds involved a questionnaire derived from the first round, and the consensus criterion to accept or reject the questionnaire items was frequency distribution.

Results

The final number of statements in the first round was 157. The second-round questionnaire was designed in the four sections of teaching team, selection criteria, task description of the teaching team (including faculties, specialist staffs, residents, general practitioners, and health and treatment staff), and incentives separately for the specialist staff, residents, general practitioners, and health and treatment staff. The third-round questionnaire included feedback and items that were not agreed upon in the second round.

Conclusion

The results of this study indicated the necessity of forming a teaching team, paying attention to the selection criteria, and planning requirements for assigning responsibilities to the teaching team in accordance with the objectives, programs, and requirements of medical schools, along with using strategies to attract participation and create motivation in the teaching team.

Keywords:

• clinical education
• clinical teachers
• clinical staff
• residents
• general practitioners

Acknowledgments

The researchers are grateful to the vice-chancellors of education in medical universities, the MD program deputies of education, and the clinical education deputies, who helped us in this study despite their hectic work schedules. The study was supported by medical education research center, Isfahan University of Medical Sciences.

Author contributions

MS, TC, and NY developed the design of this study. MS performed statistical analyses. All authors contributed to the analyses and writing of the paper. All authors read and approved the final version. All authors contributed toward data analysis, drafting and revising the paper, gave approval for the final version to be published and agree to be accountable for all aspects of the work.

Disclosure

The authors report no conflicts of interest in this work.