Muhammad Saaiq is Consultant Plastic Surgeon and Medical educationist, National Institute of Rehabilitation Medicine, Islamabad, Pakistan.
Rehan Ahmed Khan is Professor of Surgery, Dean Riphah Institute of Assessment, and Director of Medical Education, Riphah International University, Islamabad, Pakistan.
Med Teach. 2024 Oct;46(10):1362-1368. doi: 10.1080/0142159X.2024.2308782. Epub 2024 Feb 1.
To explore the core competencies needed on part of the medical and dental teachers to carry out effective digital teaching for their students.
It was a qualitative study which employed phenomenological approach. The data were collected from 12 teachers who were purposively selected for semi-structured interviews. They were all expert digital teachers. The data were transcribed verbatim, coded and analyzed thematically. Textural and structural description of the themes helped to develop a new competency framework.
The data yielded 47 selective codes with 15 sub-themes and five themes. The emergent themes included general digital competencies, specific digital teaching competencies, mastery of the subject matter, mastery of pedagogical strategies and proficiency in using innovative digital technologies for teaching. The themes 1, 2 and 5 relate to digital competencies only whereas the themes 3 and 4 are generic competencies which apply to both digital and non-digital teaching. These generic competencies form the basis of all kinds of teaching, hence equally important for digital teaching.
Medical teachers should possess diverse digital competencies. The competency framework that emerged in the current research encompasses the essential attributes that should be included in any future training program aiming at the digital capacity building of the teachers. This will keep them primed for effective digital teaching. Given its crucial importance, the digital teaching competency should be considered as a cross-cutting competency that applies to almost all of the famous eight roles of medical teacher.
探索医学和牙科教师在为学生开展有效数字教学方面所需的核心能力。
这是一项采用现象学方法的定性研究。数据来自 12 名教师，他们是经过精心挑选的进行半结构化访谈的专家数字教师。数据逐字转录、编码，并进行主题分析。对主题的文本和结构描述有助于开发新的能力框架。
数据产生了 47 个选择性代码，其中包括 15 个子主题和 5 个主题。出现的主题包括一般数字能力、特定数字教学能力、对学科内容的掌握、掌握教学策略以及熟练使用创新数字技术进行教学。主题 1、2 和 5 仅与数字能力有关，而主题 3 和 4 是通用能力，适用于数字和非数字教学。这些通用能力构成了各种教学的基础，因此对数字教学同样重要。
医学教师应具备多样化的数字能力。当前研究中出现的能力框架包含了任何旨在提高教师数字能力的未来培训计划中应包含的基本属性。这将使他们为有效数字教学做好准备。鉴于其至关重要性，数字教学能力应被视为适用于医学教师几乎所有著名的八项角色的跨领域能力。
