Design, implementation and evaluation of short-term electronic training courses for medical students to prepare for participation in clinical competency tests of general medicine

Abstract Design, implementation and evaluation of short-term electronic training courses for medical students to prepare for participation in clinical competency tests of general medicine Introduction: Due to the need to teach practical skills to students and provide the opportunity to repeat the practice of these skills during the internship and after the clinical competency test and the benefits of virtual education, the purpose of this study is to design, implement and evaluate short-term courses. Electronic training of medical students to prepare for the clinical competency tests of the general medicine course. materials and methods:        This study was conducted in 1400-1399. The study population was internship students of Yasouj University of Medical Sciences who were selected by census method. To design the training course, the procedures required by the general practitioner were extracted by first referring to the general medicine curriculum and holding a panel of experts. A meeting was then held with faculty members regarding the requirements and type of e-learning content for those procedures. According to the selected items, the educational content design team, which consisted of the head of the university's virtual training center, university medical education specialists and managers of clinical departments, and this team presented the characteristics of standard electronic content. Then, electronic educational content was prepared. Managers of surgery, internal medicine, pediatrics, emergency medicine, anesthesia, orthopedics, ENT, obstetrics, infectious diseases, radiology, medical and psychiatric ethics, and pathology were selected to design the course content. Head of Internal Medicine Department to design interview and biography course, Head of Medical Ethics Department to design professionalism and professional ethics courses, Head of Psychiatry Department to design courses related to communication skills, Head of Emergency Medicine Department to design physical examination course Director of Radiology and Pathology Department To design the paraclinical interpretation course, other groups were selected to design the procedural skills course. Each of the group managers prepared educational content with the cooperation of their group members and this content was reviewed and reviewed in frequent meetings held with the presence of medical education specialists. In order to implement the course, at first, the electronic course plan of this course was compiled by the professors of emergency medicine and uploaded in the Navid system of Yasouj University of Medical Sciences. This course was considered as a supplementary course in the internship. Students enrolled in this course and passed the educational content and related exams. The first three levels of the Kirk Patrick model were used to evaluate the course. At level one, which is the determination of satisfaction, a researcher-made satisfaction assessment form whose validity and reliability was confirmed was provided to students. At level two, which is learning, the amount of learning was determined using the tests provided in the Navid system. Content validity of these tests was provided using a two-dimensional table. At level three, which is behavior, the results of students' clinical competency test were examined. The questions of this test were prepared by the Ministry of Health and Medical Education, and in the university, the design and validity questions of this test were provided according to the two-dimensional table. To collect the data, a valid and reliable satisfaction questionnaire was placed in Navid system and students completed it after the course. The tests were validated in four options in the system and each student passed the desired test after studying the educational content. The valid clinical competency test was also held in person in May 1400. In order to participate in the project, students' written consent was obtained to participate in the research. The results were entered into SPSS software version 26 and descriptive statistics including mean and standard deviation were provided. Results: Thirteen faculty members participated in the design of the course. Training needs in the areas of interviewing, taking a history; Communication skills, professionalism and professional ethics; Physical examination; Procedural skills; Paraclinical interpretation and patient management were identified and 20 training sessions were designed to meet these needs. Student satisfaction questionnaire was designed and content validity index and content validity ratio of 1 were obtained for all items and the reliability of the questionnaire was higher than 0.6 for all items. The total satisfaction of the course in the first period of the course was 4.03 with a standard deviation of 0.12 and in the second period was 4.11 with a standard deviation of 0.15. A total of 35 students participated in 8 exams in the first course and 34 students participated in 17 exams in the second course. The number of admissions in the first clinical competency test was 15 and in the second clinical competency test was 25. Conclusion: Due to the fact that this course was identified according to the educational needs and was designed with the participation of stakeholders and students' satisfaction with participating in this course was appropriate and participation in this course increased the acceptance rate of students in the clinical competency test. It is suggested to provide conditions for students of other universities to participate in this course. Keywords: test, clinical competency, e-learning, student, medicine, design, evaluation