Division of Health Sciences Education, Office of the Dean, Faculty of Health Sciences, University of the Free State, 205 Nelson Mandela Dr, Park West, Bloemfontein, 9301, South Africa.
School of Nursing, University of the Free State, Bloemfontein, 9301, South Africa.
BMC Med Educ. 2023 Jan 25;23(1):60. doi: 10.1186/s12909-023-04039-0.
The design of faculty development courses requires a contextually aware theoretical foundation. Therefore, the study aimed to determine the feasibility of a specific conjecture map as a model for designing online health professions education faculty development courses in sub-Saharan Africa through a heuristic evaluation approach. The authors hypothesise that using heuristic evaluation strengthens an educational model's theoretical basis and feasibility.Twenty-five health professions educators from nine sub-Saharan African countries participated in this multi-phased study. In the first phase, the participants completed a survey evaluating the model and the accompanying author-generated heuristics. Then, participants' recommendations were used to make revisions. In the subsequent phase, participants reviewed these revisions and commented on the feasibility of the model within their local context.All six heuristics were revised following the initial phase, where 80 problems had been identified. Upon revision, the model was deemed feasible by all except one participant. There was a strong relationship and inter-rater agreement of feasibility between 0.84 and 0.95 regarding the model's practicality, demand, acceptability, and adaptability. Revisions to the final model and guidance documents incorporated all changes the participants recommended, confirming the model's feasibility.Theoretical models are often developed through a top-down approach, omitting the practice-based considerations that could change the formulation of the model. This study demonstrates the convergence of a theoretical and process model with theoretical, expert and end-user data triangulation. Further research is needed to test this empirically developed model.
教师发展课程的设计需要基于情境的理论基础。因此，本研究旨在通过启发式评估方法，确定特定的假说图作为撒哈拉以南非洲在线卫生专业教育教师发展课程设计模型的可行性。作者假设，使用启发式评估可以增强教育模型的理论基础和可行性。
来自九个撒哈拉以南非洲国家的 25 名卫生专业教育者参与了这项多阶段研究。在第一阶段，参与者完成了一项评估模型和作者生成的启发式的调查。然后，根据参与者的建议进行修订。在随后的阶段，参与者审查了这些修订，并对模型在其当地背景下的可行性发表了评论。
在初始阶段识别出 80 个问题后，对所有六个启发式进行了修订。修订后，除一名参与者外，所有参与者均认为该模型具有可行性。模型的实用性、需求、可接受性和适应性之间的关系和评分者间的一致性很强，分别为 0.84 至 0.95。最终模型和指导文件的修订纳入了所有参与者建议的更改，从而确认了模型的可行性。
理论模型通常是通过自上而下的方法开发的，忽略了可能改变模型制定的基于实践的考虑因素。本研究展示了理论和过程模型与理论、专家和最终用户数据的三角交叉融合。需要进一步的研究来对此经验开发的模型进行实证检验。
