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Teaching-learning in clinical education based on epistemological orientations: A multi-method study.

Hamed Khani1, Soleiman Ahmady1, Babak Sabet2

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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.

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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.