Table 4.
Domains and components of strategies suggested to overcome barriers in the 16 included studies
| No. |
Domains of recommended strategies |
Components of recommended strategies |
|---|---|---|
| 1 | Inefficient leadership |
1-1 Using career development award strategies (1) 1-2 Awarding projects which involve in curriculum development (1) 1-3 Supporting BSS and clinical faculty members to design, develop and assess the curriculum at national and institutional levels (3, 13) |
| 2 | Problems related to BSS faculty members |
2-1 Establishing departments of BSS within medical faculties (13, 15) 2-2 Forming larger core of BSS faculty members (13, 22) 2-3 Inviting adjunct BSS specialists to assess and develop the related courses in medical school curriculum (4) |
| 3 | Problems related to clinical faculty members |
3-1 Training clinical faculty members for a deep understanding of the nature and the importance of BSS in clinical practice (4, 13) 3-2 Training clinical faculty members so that they can transfer these sciences to students through role-modeling, in such away so that the students accept these roles and values (12) |
| 4 | Limited financial resources | - |
| 5 | Problems related to the curriculum |
5-1 Systematic and applied integration of a prioritized list of BSS into all steps of curriculum and continuous development of the curriculum (12, 16, 23) 5-2 Limiting the content to knowledge and skills that every medical student needs to know, regardless of final specialty and ensuring the sufficient content of BSS within the curriculum of all students (4, 12) 5-3 Establishing a BSS database which includes all available standards in order to be able to conform to the general medicine curriculum goals and achieve successful educational strategies (1, 4) 5-4 Integration of BSS thematic contents in the student assessment (1) 5-5 Substantially less time is needed to include the BSS due to their inherent nature (12, 13) 5-6 Developing a competitive environment using the new educational technologies in order to motivate the students (16, 19, 21) |
| 6 | The conflict between BSS faculty members and clinicians |
6-1 Establishment of a mutual understanding and commitment between BSS and clinical faculty members to uncover the effects of different hidden curricula and to make a deeper penetration of BSS into clinical practice (5, 19) 6-2 Establishing an effective communication and close cooperation between BSS and clinical faculty members to reach a common language and understanding along with team work to achieve a more effective way of learning (3, 12, 13, 16) |
| 7 | Negative attitude of students | - |