探讨伊朗医学院教职员工所感知到的电子学习内容的发展和制度化的挑战:定性内容分析研究研究
Maryam Zahmatkeshan1, Zeinab Naderi2, Najmeh Sadeghi Roonizi3
1Health Information Management, School of Allied Medical Sciences, Noncommunicable Diseases Research Center (NCDRC), Fasa University of Medical Sciences, Fasa, Iran.
Heliyon
|October 9, 2024
概括
教师在医学院开发和制度化电子学习 (e-learning) 内容方面面临着重大挑战. 解决个人,组织和课程设计障碍对于有效实施电子学习至关重要.
科学领域:
- 医疗教育 医学教育
- 教育技术的教育技术
背景情况:
- 电子学习 (e-learning) 在医学教育中变得越来越重要.
- 教师是设计和实施电子学习内容的关键.
- 显著的挑战阻碍了医学院电子学习的发展和制度化.
研究的目的:
- 探讨伊朗南部医学院教师所面临的感知挑战.
- 识别电子学习内容的发展和制度化的障碍.
主要方法:
- 描述性的定性研究设计.描述性的定性研究设计.
- 针对23名医学院教职员工进行了有目的的抽样.
- 使用格兰海姆和隆德曼的方法分析的深入,半结构化的采访.
主要成果:
- 出现了三个主要主题:个人挑战,组织管理挑战和课程设计挑战.
- 在这些主要主题中,确定了11个子主题.
- 教师的看法强调了电子学习和传统教学方法之间的差异.
结论:
- 有效的电子学习需要教师的方法,技术和组织支持.
- 持续的专业发展对于减轻快速技术变化的负面影响至关重要.
- 解决已确定的挑战对于提高医学电子学习内容和流程的质量至关重要.
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