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Teaching-learning in clinical education based on epistemological orientations: A multi-method study
Hamed Khani1, Soleiman Ahmady1, Babak Sabet2
1Department of Medical Education, Virtual School of Medical Education & Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
Plos One
|November 30, 2023
Summary
Developing an effective clinical teaching model requires shifting from teaching- or learning-centered approaches to a comprehensive teaching-learning orientation. This research conceptualizes a model for undergraduate medical education.
Area of Science:
- Medical Education
- Clinical Teaching
- Educational Theory
Background:
- Clinical teaching is central to medical education.
- Effective teaching-learning models are crucial for developing competent physicians.
- Existing models may not fully capture the complexities of the clinical environment.
Purpose of the Study:
- To develop a conceptual model for effective clinical teaching in undergraduate medical education.
- To conceptualize an operational framework for this model using a best-fit approach.
Main Methods:
- A multi-method approach involving three sub-studies.
- Qualitative meta-synthesis to identify effective teaching-learning factors.
- Situational analysis to map the clinical teaching-learning context.
- Expert panel and best-fit synthesis for model development.
Main Results:
- Five key dimensions of effective teaching-learning were synthesized.
- The clinical teaching-learning situation was mapped using three types of maps.
- The conceptual model was refined into eight dimensions: behavioral, social, pedagogical, technology, contextual, educational leadership, and financial.
- A three-dimensional matrix was developed based on epistemological orientations.
Conclusions:
- Effective clinical teaching necessitates a shift towards a teaching-learning-centered orientation.
- The developed conceptual model provides a framework for enhancing clinical teaching in medical education.
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