Keshavarzi Mohammad Hasan, Soltani Arabshahi Seyed Kamran, Gharrahee Banafsheh, Sohrabi Zohreh, Mardani-Hamooleh Marjan
Medical Education Department, Faculty of Medicine, CERMS (Center of Educational Research in Medical Sciences), Iran University of Medical Sciences, Tehran, Iran.
Department of Clinical Psychology, School of Behavioral Sciences and Mental Health (Tehran Institute of psychiatry), Iran University of Medical Sciences, Tehran, Iran.
J Adv Med Educ Prof. 2019 Jan;7(1):27-34. doi: 10.30476/JAMP.2019.41042.
Virtual education is among the important factors improving the learning of medical students. This study aimed to explain the perceptions of faculty members towards the challenges of virtual education.
The present study was carried out with a qualitative approach and using a conventional content analysis method. The participants included 28 faculty members working in Medical universities in Iran who were purposefully recruited and interviewed face to face practicing semi-structured interviews. All interviews were conducted and reviewed; then, the results were extracted. For this purpose, semantic similarities were first measured and subcategories identified. Subsequently, going through the re-review, we grouped the associated subcategories into wider categories.
From the analysis of the participants' narratives, two wide categories including organizational barriers and legal-ethical challenges were obtained. The organizational barriers included two subcategories of defective organizational culture and disproportionate infrastructure. The legal-ethical challenges also included subcategories of neglecting intellectual property rights and ignoring ethical actual instances in the field of virtual education.
Understanding the challenges to which virtual education implementation is faced leads to their elimination which, in turn, develops the application of e-learning in the field of medical sciences. These challenges can be addressed through putting the emphasis on promoting the organizational culture of medical universities, improving the infrastructures of virtual education, and considering the legal and ethical concepts specific to virtual education.
虚拟教育是提高医学生学习效果的重要因素之一。本研究旨在阐释教师对虚拟教育挑战的看法。
本研究采用定性研究方法及传统内容分析法。参与者包括伊朗医科大学的28名教师，他们是经过有目的招募并通过面对面进行半结构化访谈的方式参与研究。所有访谈均进行并审阅，随后提取结果。为此，首先测量语义相似性并确定子类别。随后，通过再次审阅，我们将相关子类别归为更宽泛的类别。
通过对参与者叙述的分析，得出了包括组织障碍和法律伦理挑战在内的两个宽泛类别。组织障碍包括组织文化缺陷和基础设施不均衡两个子类别。法律伦理挑战还包括忽视知识产权和无视虚拟教育领域的伦理实际情况等子类别。
了解虚拟教育实施所面临的挑战有助于消除这些挑战，进而推动电子学习在医学领域的应用。可以通过强调促进医科大学的组织文化、改善虚拟教育基础设施以及考虑虚拟教育特有的法律和伦理观念来应对这些挑战。
