Heydari Sara, Adibi Peyman, Omid Athar, Yamani Nikoo
Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
Integrative Functional Gastroenterology Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
Adv Med Educ Pract. 2019 Jul 17;10:515-526. doi: 10.2147/AMEP.S205306. eCollection 2019.
Medical faculties are responsible for the training and development of future physicians. Therefore, they must learn the teaching methods. Considering their extensive roles, adult learning theory, and technological developments, the best solution is e-learning. This study extracted the views and preferences of clinical faculties about the electronic faculty development programs.
Clinical faculty members and medical education and e-learning specialists from medical universities in Iran participated in this qualitative content analysis study during 2017-2018. Data were collected with purposive sampling method by 18 semi-structured interviews and 2 focus groups with 11 participants. The data were analyzed using the conventional qualitative content analysis method. Validity and accuracy of data were provided on the basis of Guba and Lincoln criteria.
Five categories including "Technology infrastructure" (Presentation, Platform, E-Learning environment), "learner" (Features, Motivation), "Program management" (Blending, Interaction), "content" (Design, Application, Organization), and "evaluation" (Learner assessment, Program evaluation) were extracted.
Faculty members prefer to attend e-learning courses that focus on individualization, blended learning, and mobile learning. The best solution is to use the microlearning approach, that is, short pieces of content focusing on a learning goal that can be presented by all electronic devices in the form of any kind of media, and is in fact the learning fingerfood.
医学院系负责培养和发展未来的医生。因此，他们必须学习教学方法。考虑到其广泛的作用、成人学习理论和技术发展，最佳解决方案是电子学习。本研究提取了临床教师对电子教师发展项目的看法和偏好。
2017 - 2018年期间，伊朗医科大学的临床教师以及医学教育和电子学习专家参与了这项定性内容分析研究。通过18次半结构化访谈和2个由11名参与者组成的焦点小组，采用目的抽样法收集数据。使用常规定性内容分析法对数据进行分析。根据古巴和林肯标准确保数据的有效性和准确性。
提取出了五类，包括“技术基础设施”（展示、平台、电子学习环境）、“学习者”（特征、动机）、“项目管理”（混合式、互动）、“内容”（设计、应用、组织）和“评估”（学习者评估、项目评估）。
教师们更喜欢参加注重个性化、混合式学习和移动学习的电子学习课程。最佳解决方案是采用微学习方法，即专注于一个学习目标的简短内容片段，这些内容可以通过所有电子设备以任何媒体形式呈现，实际上就是学习的小零食。
