Reza Shami, Dariush Gholamzadeh, Ahmad Vedadi,
Volume 13, Issue 37 (9-2020)
Abstract
Abstract
Background and Purpose: This study aims to explain and analytically compare the performance-based payment models with an educational approach in the educational and medical centers of Iran.
Analysis Methods: This is and applied- developmental research in terms of purpose and the two methods of structure-thematic and the documentary analysis methods have been used. We have used purposive and sequential sampling methods and the theoretical saturation of sampling was achieved in 10 people. The semi-structured interviews were used to collect information about the components of the current payment system. The external inspection and external validity were used to reach the reliability, as well. To analyze qualitative data, the existing model was coded and compiled using Nvivo 12 software.
Findings: The findings indicate that among the 22 most influential components in the performance-based payment calculation formula in the Iranian educational and medical centers, only 7 main variables and 5 subcomponents were practically involved and other influential variables such as the category of education is not included in this financial system.
Conclusion: In the performance-based payment model in Iran, despite physicians and staff in the educational and medical centers allocate most of their working time to the student education, there is not a large difference in the payment method based on the performance of these centers with the centers that are purely medical.
Dr Deviana Soraya Riu, Prof Haerani Rasyid, Prof Agussalim Bukhari, Dr Irwin Aras, Dr Asty Amalia Nurhadi, Prof Irawan Yusuf, Dr Irfan Idris, Dr. Andi Alfian Zainuddin,
Volume 17, Issue 56 (9-2024)
Abstract
Background & Objective: Professional Identity (PI) is essential in medical education to prepare students for interprofessional collaboration. The study analyses medical students' professional identity and the internal factors that influence it.
Material & Methods: This cross-sectional study was conducted from January to March 2023. Total sampling was conducted on fourth-year academic level and second-year professional level students. Questionnaires were distributed via Google Form and only completed questionnaires were analyzed. Professional identity was measured using Tagawa's Development Scale.
Results: The study was conducted at Hasanuddin University's Faculty of Medicine in Makassar, Indonesia. The total number of respondents was 492, consisting of 203 undergraduate and 288 second-year clerkship students. Students in both education levels showed positive results in self-control, awareness as a doctor, and reflection on the role of a doctor. However, social responsibility and self-external and self-internal internalization indicated lower scores. Age showed varying results for self-control, self-awareness as a doctor, and reflection on the role of a doctor. Living independently demonstrated differences only in the ability to self-externalize and self-internalize. The school of origin did not indicate significant differences for all development scale factors. At the same time, parent occupation exhibited distinct effects on self-control, awareness as a doctor, reflection on the role of a doctor, and social responsibility. Motivation showed differences only in the factor of self-control.
Conclusion: Regarding self-control, self-awareness, and self-reflection, medical students' professional identities are better developed at the professional than academic levels. Integrity, internalization of external and internal influences, and social responsibility components are still low and do not vary. Age, parents' educational backgrounds, and reasons for enrolling in medical school influence professional identity formation.
