Development Strategies in Medical Education

Introduction
Teaching is the process of facilitating learning, acquiring knowledge, skills, values, ethics, beliefs and habits. Teaching methods include lecture, practical training, storytelling, discussion, and directed research. The gap between theoretical and clinical education is one of the major problems in nursing education. Improving the quality and quantity of clinical performance requires the training of nursing staff. Training rounds, grand rounds, morning reports and training in the outpatient clinic are common clinical training methods. In traditional education, face-to-face communication encourages them to persist and complete their work. The correct education of the nursing staff, in addition to improving their clinical knowledge and practice, can pave the ground for the development of their capabilities and creativity for providing quality services.
Educational needs should be assessed every few years. The importance of managers' behavior in empowering nursing staff in the workplace has been emphasized by many studies. The present study aims to assess the methods of nursing staff training in a hospital located in Delfan County, Lorestan province, Iran.

Methods
This is a descriptive/analytical study. Participants were 21 nursing experts working in Ibn Sina Hospital in Delfan County, who were selected using a snowball sampling method. 
The inclusion criterion were having enough experience and expertise, while the exit criterion was the lack of cooperation. After reviewing literature, 9 training methods and 10 criteria were identified. A questionnaire was designed based on these methods and criteria. Its content validity was confirmed by the experts. The most appropriate and best strategy for education was selected by experts based on experience and work information and consensus. Data analysis was done using taxonomy technique.

Results  
Training methods for nurses were prioritized as following: Group training (confidence interval [CI]=‎0.045), lecturing (CI=‎0.275), computerized training (CI=‎0.339), virtual training (CI=‎0.370), simulation method (CI=0.595), critical education (CI=0.621), question-based learning (CI=0.675), in-service training (CI‎= 0.725), and on-the-job training (CI=0.887). As can be seen, the best method was group training, maybe because in this method a large number of nurses interact with each other and has a significant effect on learning from each other. This strategy is also more cost- and time-effective. 

Conclusion 
Group training method is the most effective strategy for the education of nursing staff. The managers of Ibn Sina hospital are recommended to pay attention to the group education method in the nursing education system and provide the necessary measures for its implementation in the nursing department of the hospital. The group education can be provided to nurses in groups of 8-12. The results of the present study cannot be generalized to other medical centers and hospitals in Iran. Further studies are recommended in other hospitals in Iran and compare the results with the results of the present study. Future studies can use other techniques such as tapis technique and network analysis. 

Ethical Considerations
Compliance with ethical guidelines
This article is taken from the Research Project (Senior Thesis) of Payame Noor University, which is approved by the University Research Council at s/7/6116‏.

Funding
This article was extracted from a master’s thesis approved by Payame Noor University. This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Authors' contributions
Writing, editing and review: Rouhollah Hosseini; Mapping, data collection, writing: Samin Farzami.

Conflicts of interest
The authors declare no conflict of interest‎.

Acknowledgments
The authors would like to thank the manager and nursing staff of Ibn Sina Hospital for their cooperation in this study.

References