Abstract
Teaching as the center of every curriculum is a set of actions undertaken to create and facilitate student learning. In recent years, the number of qualitative studies of effective teaching in clinical education of undergraduate medical education has increased. As the number of research studies grows, it is necessary to aggregate them. Therefore, the purpose of this study was to synthesize effective teaching-learning factors through the meta-synthesis in clinical education. In this study, the meta-synthesis approach was used to synthesize qualitative evidence in relation to effective teaching-learning factors in clinical education. From 1990 to 2021, electronic databases and journals were searched to identify studies and publications on effective teaching-learning factors in clinical education. Based on the combination and search strategies in the databases (OVID, PubMed, Web of Science, SCOPUS, Eric, Magiran, and SID), 33,799 and 56 studies were identified from other sources. Following reviewing the full text of the articles, 53 studies were selected. Forty-five studies were selected and included in the meta-synthesis process after critical appraisal using the Critical Appraisal Skills Program. The synthesis of qualitative evidence was developed as an effective teaching-learning framework in clinical education. Based on this comprehensive framework, effective teaching-learning in clinical education can be seen through behavioral or content (learner, teacher, and patient and their behaviors), social (collaborative learning community), pedagogical (instructional design and teaching-learning opportunities), contextual (positive and supportive clinical environment), and educational leadership (classroom management and structure) lenses. The current research is the first qualitative meta-synthesis to provide a thorough and comprehensive review of effective teaching-learning factors in clinical education. The results of this meta-synthesis provide a holistic view of clinical education and can help with clinical teaching-learning design.
Highlights
Medical education has at least five important elements: content and objectives, the actual teaching-learning processes, assessment of learning outcomes, evaluation processes, and the context, in which medical education happens. e learning activities are an important part of teaching [1]
The researchers used the four-question strategy or W3H to formulate the research question as follows: (i) e first question: “What?” is question covers the aim of the research. e purpose of this study is to develop a comprehensive framework of effective teaching-learning factors in clinical education (ETLFs-CE)
A significant effort is required to provide a comprehensive list of studies to be included in meta-synthesis. e researcher systematically searched for publications and studies published in specific databases using keywords in this step
Summary
Medical education has at least five important elements: content and objectives, the actual teaching-learning processes, assessment of learning outcomes, evaluation processes, and the context, in which medical education happens. e learning activities are an important part of teaching [1]. Medical education has at least five important elements: content and objectives, the actual teaching-learning processes, assessment of learning outcomes, evaluation processes, and the context, in which medical education happens. There should be alignment between of the learning outcomes, teaching and learning activities, and assessment [2]. Clinical teachinglearning is the heart of medical education, and many factors affect the development of students’ clinical competency [3]. Is is accomplished by providing medical students with authentic clinical experiences to apply theory and competence in clinical situations [3]. Regarding the role of faculty members in medical schools in the literature, the four roles of physician/clinician, administration, research/ scholar, and educational/teaching can be identified (see Figure 1). The main roles of faculty members of medical schools
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