如何在封锁期间为医学教育制定成功的移动学习战略?

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Education and Health Promotion Pub Date : 2024-02-26 eCollection Date: 2024-01-01 DOI:10.4103/jehp.jehp_167_23
Masomeh Kalantarion, Soleiman Ahmady, Per Kallestrup, Marzieh Katibeh, Mohammad Mehdi Sadoughi, Nasrin Khajeali, Seyed Aliakbar Faghihi
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引用次数: 0

摘要

背景:移动学习在 COVID-19 大流行期间发挥了重要作用,医学院校现在将其视为当前和未来危机中的一种有效教育方法。在这项定性研究中,我们试图从专家的角度来论证在医学教育中设计移动学习策略的原则:研究采用定性内容分析法。数据收集时间为 2022 年 7 月至 2023 年 2 月。参与本研究的 12 名参与者来自伊朗的医科大学,包括 2 名虚拟教育高级委员会成员、3 名教育主任、3 名临床教师、2 名电子学习和医学教育专业教师、1 名教育副主任和 1 名院长。采用半结构式访谈收集数据,并用 Granheim 和 Lundman(2004 年)的方法进行分析:在 12 名参与者中,有 8 名男性(66%)和 4 名女性(44%)。数据被分为八个类别和一个主题。根据参与者的经验,"移动学习中的医学教育设计原则 "这一主题包括教学环节、互动设计、有效和全面分析、利用移动学习平台实现目标、生成微观和互动电子内容、教与学互动方法、课程实施以及微观和宏观层面的互动评价:数据分析显示,除了移动学习中医学教育设计的八项原则外,参与者还优先考虑了教学组件和互动设计这两项原则,而不是教育设计中的其他原则。在限制实际存在的情况下使用成功的移动学习策略可以提高医学教育的质量。
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How to create a successful mobile learning strategy for medical education during lockdowns?

Background: Mobile learning has played an important role during the COVID-19 pandemic and medical schools now consider it as an effective educational method in current and future crises. In this qualitative study, an attempt was made to demonstrate the principles of designing a mobile learning strategy in medical education from the perspective of experts.

Materials and methods: The study was conducted by the qualitative content analysis method. The data were collected from July 2022 to Feb 2023. Twelve participants were included in this study from Iran's medical universities, consisting of two members of the Higher Council of Virtual Education, three educational directors, three clinical faculty members, two faculty members specializing in e-learning and medical education, an educational vice, and a dean. Data were collected using semi-structured interviews and analyzed by Granheim and Lundman's (2004) method.

Results: Out of twelve participants in the study, eight (66%) were males and four (44%) females. Data were classified into eight categories and one theme. Based on the participants' experiences, the main theme, that is, "the principles of medical education design in mobile learning," included pedagogical component, interactive design, effective and comprehensive analysis, achieving objectives with the mobile learning platform, generating micro- and interactive e-content, teaching-learning interactive methods, course implementation and interactive evaluation at both micro- and macro-levels.

Conclusion: Data analysis revealed that in addition to the eight principles in the medical education design in mobile learning, the participants prioritized the two principles of pedagogical component and interactive design over other principles in educational design. Using a successful mobile learning strategy in situations of restrictions limiting physical presence may improve the quality of medical education.

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来源期刊
CiteScore
2.60
自引率
21.40%
发文量
218
审稿时长
34 weeks
期刊最新文献
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