Situational analysis of clinical education at teaching hospitals based on the standards of the Ministry of Health and Medical Education in Iran University of Medical Sciences

Background Clinical education constitutes the foundation and essence of medical education. This study analyzed the present condition of clinical instruction in the hospitals of Iran University of Medical Sciences. Methods This study was a cross-sectional descriptive analysis conducted in two phases at two teaching hospitals of Iran University of Medical Sciences in 2023. A situational analysis was performed in various clinical education environments, utilizing the standards from the viewpoints of medical students (interns) and clinical faculty members using questionnaires. The data were analyzed utilizing SPSS 19 software. Results The Content Validity Index (CVI), Content Validity Ratio (CVR), and CVR index for the questionnaire entitled "Situation Analysis of Clinical Education from the Students' Perspective" were 4.88, 0.96, and 0.90, respectively. The second questionnaire, titled "Situation Analysis of Clinical Education from the Teachers' Perspective," yielded scores of 4.78, 0.92, and 0.91 out of 97 students and 46 clinical professors. Both groups indicated greater adherence to standards in the morning report, with compliance rates of 77.28% for students and 71.37% for professors, in contrast to other domains. However, in the clinical skills center, compliance was reported to be lower, with 43.5% for students and 44.71% for professors. Furthermore, students exhibited minimal adherence to journal club standards, with a mere 35% of them meeting the requisites. Conclusion The findings indicated a deficiency in the implementation of standards within the clinical skills center, along with an absence of practical assessment methodologies across various domains of clinical education. As the clinical skills unit prepares students for clinical practice, it is imperative that health policymakers prioritize the unit and enhance pedagogical approaches in the skills workshops. The allocation of sufficient resources and the incorporation of evidence-based evaluation tools are crucial, particularly concerning modifications in the student evaluation process within clinical domains.