Volume 36, Issue 259 (8-2026)
J Mazandaran Univ Med Sci 2026, 36(259): 151-157 |
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Dadgaran I, Talebpour Amiri F, Rahbar Taramsari M, Mohammadi Kojidi H, Atefi A, Farzipour S et al . A Comparative Analysis of Clinical Toxicology Education at Iranian Universities of Medical Sciences and Selected Universities Worldwide. J Mazandaran Univ Med Sci 2026; 36 (259) :151-157
URL: http://jmums.mazums.ac.ir/article-1-22556-en.html
URL: http://jmums.mazums.ac.ir/article-1-22556-en.html
Ideh Dadgaran 
, Fereshteh Talebpour Amiri , Morteza Rahbar Taramsari , Hamid Mohammadi Kojidi , Amirhomayoon Atefi , Soghra Farzipour , Mirsaeed Attarchi
, Fereshteh Talebpour Amiri , Morteza Rahbar Taramsari , Hamid Mohammadi Kojidi , Amirhomayoon Atefi , Soghra Farzipour , Mirsaeed Attarchi
Abstract: (36 Views)
Background and purpose: Clinical education in toxicology and poisoning is an important component of training competent general practitioners capable of diagnosing poisoning, providing initial treatment, and managing poisoned patients. This study aimed to compare poisoning education in Iranian medical universities with that provided at selected universities worldwide.
Materials and methods: This descriptive-comparative study was conducted in several stages. First, selected international universities were identified based on academic rankings, educational reputation, availability of curriculum information, and geographical diversity. Data on course titles, course types, duration, instructional hours, teaching methods, educational content, and student assessment methods were extracted from university websites, syllabi, and official academic sources. Finally, the educational programme at Razi Teaching and Treatment Hospital in Rasht was selected as the Iranian case for detailed analysis because of its role as a regional referral centre for poisoned patients, its relevant educational and clinical activities, and the availability of educational documents.
Results: The results showed that, at the selected international universities, toxicology and poisoning education primarily covered topics such as principles of toxicology, toxicokinetics, toxicodynamics, mechanisms of toxicity, risk assessment, and the clinical management of acute and chronic poisoning. Despite similarities in core educational content, differences were observed in course duration, whether courses were compulsory or elective, the extent of practical and clinical training, and assessment methods. In Iran, the reviewed educational programme included theoretical instruction, clinical clerkship, clinical exposure to poisoned patients, case-based learning, training in the emergency department and inpatient wards, and assessment through written examinations, clinical evaluations, and logbooks.
Conclusion: The findings indicated that the poisoning education programme in Iran is broadly consistent with international models in terms of core content and emphasis on clinical training. However, greater use of contemporary educational approaches, such as clinical simulation, scenario-based learning, structured competency-based assessment, and the development of a competency-based educational framework, could help improve the quality of poisoning education.
Materials and methods: This descriptive-comparative study was conducted in several stages. First, selected international universities were identified based on academic rankings, educational reputation, availability of curriculum information, and geographical diversity. Data on course titles, course types, duration, instructional hours, teaching methods, educational content, and student assessment methods were extracted from university websites, syllabi, and official academic sources. Finally, the educational programme at Razi Teaching and Treatment Hospital in Rasht was selected as the Iranian case for detailed analysis because of its role as a regional referral centre for poisoned patients, its relevant educational and clinical activities, and the availability of educational documents.
Results: The results showed that, at the selected international universities, toxicology and poisoning education primarily covered topics such as principles of toxicology, toxicokinetics, toxicodynamics, mechanisms of toxicity, risk assessment, and the clinical management of acute and chronic poisoning. Despite similarities in core educational content, differences were observed in course duration, whether courses were compulsory or elective, the extent of practical and clinical training, and assessment methods. In Iran, the reviewed educational programme included theoretical instruction, clinical clerkship, clinical exposure to poisoned patients, case-based learning, training in the emergency department and inpatient wards, and assessment through written examinations, clinical evaluations, and logbooks.
Conclusion: The findings indicated that the poisoning education programme in Iran is broadly consistent with international models in terms of core content and emphasis on clinical training. However, greater use of contemporary educational approaches, such as clinical simulation, scenario-based learning, structured competency-based assessment, and the development of a competency-based educational framework, could help improve the quality of poisoning education.
Keywords: clinical poisoning education, poisoning curriculum, comparative analysis, medical education
Type of Study: Brief Report |
Subject:
medical education
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