Abstract
BackgroundAn essential characteristics of clinical education is the need to learn a large number of practical and communication skills along with theoretical knowledge. It is challenging to design learning opportunities (LOs) for clinical setting. We aimed to determine optimal learning opportunities from the viewpoint of Medical curriculum planners, to determine the gap between the current condition and the optimal condition in medical schools, and to present feasible tactic for clinical learning opportunities.MethodsThis study comprised of three sub-studies and was conducted using triangulation. The first sub-study was performed using the Modified Delphi method with a view to identifying optimal learning opportunities. Data was collected by online focus group discussion and a questionnaire. The second sub-study was conducted with the aim of comparing the current condition and the optimal condition. Data was collected from nine medical schools across Iran using a checklist, available documents, observation, and interview. The third sub-study was conducted using an expert panel comprising of seven curriculum planners of the M.D. program. The goal of this phase was to provide feasible tactic to improve clinical education in medical schools.ResultsIn the first sub-study, the participants determined all items, including student-centered learning, non-threatening learning environment, and record and management system of clinical learning opportunities as implementable learning opportunities with over 70% consensus. However, in the second sub-study, student-centered teaching methods were practiced in 33% of medical schools and the non-threatening learning environment in 67% of the schools, while the record and management system of learning opportunities was not launched in any of the schools. From the viewpoint of the expert panel members, learning opportunities adapted to clinical contents, specification of content-based learning opportunities, and continuous supervision on learners to achieve the expected learning outcomes were among clinical learning opportunities with over 70% consensus.ConclusionsStudent-centered clinical learning practices, together with virtual learning methods, can lead to clinical enhancement. Opportunities such as interactive and participatory practices should gain further consideration. Also assigning responsibility to learners and monitoring them are strategies for enhancement.
Highlights
An essential characteristics of clinical education is the need to learn a large number of practical and communication skills along with theoretical knowledge
We discuss the optimal clinical education conditions obtained from the first sub-study in comparison with the current conditions derived from the second sub-study and the solutions derived from the results of the third sub-study in an integrative manner
Learners and the clinical learning opportunities (LOs) provided for them in educational settings are among the main components of learning in clinic settings
Summary
An essential characteristics of clinical education is the need to learn a large number of practical and communication skills along with theoretical knowledge. It is challenging to design learning opportunities (LOs) for clinical setting. Learning opportunities (LOs) are provided by clinical educators so that learners can obtain learning outcomes [4]. To design practical LOs in the clinical settings is extremely challenging It is because the primary goal in health care centers is to deliver quality care to patients, and LOs are provided on the sidelines for learners who play an auxiliary role in patient care [5]. As patient care in clinical settings provides an excellent opportunity for learners to acquire clinical, communication, and interdisciplinary skills and to role model after teachers, most medical students often consider clinical education as valuable [6]
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