在医学教育中设计虚拟学习框架:从COVID-19大流行中吸取的教训
Seyyed Farshad Allameh1, Mitra Zolfaghari2, Maryam Alizadeh3
1Internal Medicine, Tehran University of Medical Sciences, Tehran, Iran.
BMC medical education
|December 2, 2025
概括
由于COVID-19大流行,医学院需要进行虚拟教育,强调需要强大的基础设施,教师培训和混合学习. 这项研究制定了一个框架,通过虚拟和混合方法增强医学教育.
科学领域:
- 医学教育 医学教育
- 健康 专业 教育 卫生 专业 教育
- 教育技术的教育技术
背景情况:
- 随着COVID-19的流行,传统的医学教育受到破坏,迫使机构采用虚拟学习.
- 医学大学在适应远程教育的教学方法和基础设施方面面临重大挑战.
- 这项研究旨在确定从大流行中吸取的教训,为医学学生设计虚拟教育框架.
研究的目的:
- 在COVID-19大流行期间探索虚拟医学教育的挑战和成功.
- 为德黑兰医学科学大学设计一个全面的虚拟教育框架.
- 为未来在医学课程中整合电子和混合学习的战略提供信息.
主要方法:
- 一个连续的探索性混合方法研究,结合了与教师的定性访谈和与专家共识的文学综合.
- 与25名教职员工进行了深入的半结构化采访.
- 调查结果为设计虚拟教育框架提供了信息.
主要成果:
- 现代技术和强大的基础设施对于有效的虚拟医学教育至关重要.
- 临床虚拟教育带来了独特的挑战,需要开发混合学习方法.
- 制定了一个由三个支柱构成的框架,重点是基础设施,教师赋权和混合学习.
结论:
- 疫情成为改善虚拟医学教育的催化剂,强调了发展基础设施和明确标准的必要性.
- 混合学习方法对于克服虚拟临床教育中的挑战至关重要.
- 对虚拟教育基础设施和教师发展的持续投资对于未来的医学培训至关重要.
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