Alina Elperin
Supportive Interventions in Managing Eating Disorders: A Review of the Evolving Medical Professional Landscape
Advances in mind-body medicine
implementation followup programs highrisk infants toddlers aimed promptly diagnose developmental delays disorders initiate early intervention help improve developmental status reduce care costs future well improve productivity members society lack qualified specialists infant toddler development field iran compensate lack training area first time tabriz university medical sciences designed shortterm supplementary course developmental care infants toddlers due multidisciplinary nature field child development course designed current study aimed evaluate course explain graduates relevant experiences using multidisciplinary approach current study quantitativequalitative study conducted two phases first step learners asked assess teaching quality shortterm supplementary course developmental care infants toddlers 5 areas educational design course administrators support learners motivation acquisition general learning specialized skills using australian course experience questionnaire ceq graduates completed questionnaires data questionnaires analyzed using descriptive statistics medians interquartile ranges spss software second step qualitative study explain graduates experiences course multidisciplinary approach samples selected using purposive sampling technique samples completed course mentioned rich experiences field willing share data collected semistructured interviews analyzed using conventional content analysis general graduates satisfaction course terms five areas studied evaluated follows educational design motivating participants best greatest median 545 learning objectives items median 4 course content resources items median 4 relevant learner assessment methods items median 4the median learners satisfaction areas course administrators support items 4 learners motivation 5 learners motivation items 4 indicating highest level satisfaction acquisition specialized skills area education design highest satisfaction found appropriateness teaching strategies codes extracted analysis interviews graduates divided four categories ethical professional commitment course teachers role model observance patients caregivers rights course planning multidisciplinary approach teamwork well use virtual platforms strengthen maintain team communication learners course first experience applying multidisciplinary approach interprofessional course ideally indispensable iranian medical education system move away specialization connect related specialties disciplines achieve educational therapeutic goals therefore design course applied educational model disciplines clinical courses