Search published articles


Showing 3 results for Bazmi
Professionalism and its role in the formation of medical professional identity
Mina Forouzadeh, Mehrzad Kiani, Shabnam Bazmi,
Volume 32, Issue 1 (2-2018)
Abstract

    Background: The honorable medical profession is on the verge of being reduced to a business. Evidence suggests that professionalism is fading and today's doctors are faced with value-threatening problems and gradually begin to forget their main commitment as medical professionals. Many of the problems faced by doctors are rooted in non-professionalism. Mere education in the science and practice of medicine produces an inefficient medical workforce and leads to the formation of a distorted professional identity. In the past decade, educational innovations targeting the formation of desirable professional identities have been presented and are considered a vital part of medical education for the development of professionalism. The present study was conducted to examine the relationship between the formation of professional identity and professionalism. Professionalism education is essential in the formation of a desirable professional identity.
   Methods: This review article was done in 2015 through searching databases, such as PubMed, Elsevier, Google Scholar, Ovid, SID, and IranMedex, using keywords of professionalism and professional identity, and medical education. Among the 55 found articles, 30 were assessed and selected for review.
   Results: The formation of professional identity is a process with the following domains: professionalism, and development of a personal (psychosocial) and a cultural identity, which is derived from the unification of professional, personal, and ethical development. The main components required for the formation of a desirable identity are, therefore, rooted in the dimensions of professionalism and professional development. The need for teaching professionalism has a reciprocal relationship with the formation of professional identity.
   Conclusion: There is a reciprocal relationship between formation of a desirable professional identity and development and strengthening of professionalism. Modern medical education should be designed to develop professional identity, and professionalism acts as an essential part of its curricula throughout the entire course of a doctor’s education, with the aim of acquiring a desirable professional identity.
 


Changes in ethical attitudes of clinical laboratory professionals after teaching them ethics using three different methods
Majid Reza Khalajzadeh, Mehrzad Kiani, Fariba Borhani, Shabnam Bazmi, Saeid Nazari Tavakkoli, Mahmoud Abbasi,
Volume 33, Issue 1 (2-2019)
Abstract

Background: Ethical attitudes and personal values play a significant role in clinical decision-making; however, they have been given limited attention by professionals in laboratory medicine. Studies suggest that individual attitudes are not static and that professionals learn ethical attitudes through a variety of formal and informal learning methods. This study was conducted to investigate changes in the attitudes of clinical laboratory professionals after teaching them ethics and to compare the results among the 3 groups.
   Methods: Four topics were selected in the field of medical laboratory ethics as teaching materials. A questionnaire including 22 items was designed and validated. Teaching sessions for the 3 study groups were held. All 65 clinical laboratory participants completed the questionnaire before and after the classes. Paired t test and ANOVA were used to assess differences among groups.
   Results: Significant differences were found in the mean scores of ethical attitudes before and after the educational intervention among the lecture-based teaching group (p=0.016), problem-based learning group (p=0.001), and all participants (p=0.004). However, no significant difference was found between the mean scores before and after the intervention in role-playing group (p=0.623).
   Conclusion: Teaching by lecturing and problem-based learning was more effective to change ethical attitude of the laboratory professionals than the role-playing method. Thus, we suggest the implementation of teaching ethics using these methods to improve the ethical attitude of clinical laboratory professionals.
 
 


Investigating the Moral Sensitivity of Medical Students in the Preclinical and Late Clinical Courses
Shabnam Bazmi, Fahime Samadi, Mina Forouzandeh,
Volume 37, Issue 1 (2-2023)
Abstract
Background: Paying attention to moral issues is one of the essential requirements of medical practice, and moral aspects must be considered in making decisions to achieve the desired results and ensure the patient’s satisfaction. Moral sensitivity is one of the components that enable physicians to act ethically in their decisions. Since medical students must acquire the necessary skills to deal with patients properly in clinical courses, the current paper examines the moral sensitivity of medical students in both preclinical and late clinical courses.
   Methods: This is a cross-sectional study performed on 180 medical students in the preclinical and late clinical course. The study tool is an adapted version of the Kim-Lutzen ethical sensitivity questionnaire with 25 items and Likert scoring 0-4. The obtained score can be between 0-100. Data was analyzed using SPSS25. Statistical t-test or its non-parametric equivalent (Mann-Whitney) was used for quantitative variables and Chi-square or Fisher exact tests were used for qualitative variables. Pearson's correlation coefficient was used to measure the correlation of the variables.
   Results: The mean age of stagers and interns was 22.7 + 0.85, and 26.5 + 1.11. 41 (51.2%) of stagers and 51 (63.7%) of interns had a history of participating in workshops related to medical ethics, and 4 (5%) of the former and 3 (3.8%) of the latter had previously conducted research in the field of medical ethics. there was a significant relationship between the stagers’ history of conducting research in the field of ethics and their moral sensitivity. Concerning moral sensitivity components, the highest scores belonged to “altruism and trustworthiness”, “the use of moral concepts in moral decisions”, and “respect for the patient’s autonomy” in both groups., 95% of stagers and 98.8% of interns had medium level (51-75) of moral sensitivity.
   Conclusion: Medical students’ moral sensitivity did not increase significantly during the clinical course. It is necessary to review and reconsider medical ethics educational methods, the time allocated to relevant courses, and the practical need for clinical education in addition to theory. Directing research projects and student dissertations toward topics related to medical ethics can also contribute significantly to enhancing moral sensitivity.
 
Page 1 from 1