Assessment of Clinical Teachers' Professionalism in Iran: From Residents and Fellowships' Perspective

摘要

In the present study, professional conduct of clinical teachers in Tehran University of MedicalSciences in Iran was assessed by their residents (n=292) and fellowships (n=48) using a standard questionercalled self-reported measurement equipment. This evaluation was a descriptive cross-sectional study.Professionalism was questioned in four domains including clinical teacher-patient, clinical teacher-student,inter-professional and clinical teacher-self relationships. Accordingly, mean scores of the teachers in cases ofclinical teacher-patient; clinical teacher-student, inter-professional (teamwork) and clinical teacher-selfrelations were 61%, 62.2%, 60.6% and 57.6%, respectively. Generally, the teachers achieved 60.35% of thepositive scores, and as a result, they were assessed intermediate in the professional behaviors. The residentsand fellowships stated that they were not completely satisfied with their teacher's professional conduct andhad hidden concerns. It shows that the clinical teachers in our project may not be ideal role models. As aresult, developing a comprehensive professionalism and implementing regulations to ensure a successfulprofessionalism are necessary. The precise evaluation of professional conduct in clinical faculty couldencourage the maintenance of professional behaviors and potentially decrease negative role modeling andpositively influence the hidden curriculums. Operational approaches to formulating regulations andappropriate measures for establishing professional ethics are of great importance.