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Introduction Medical faculties are responsible for the training and development of future physicians. Therefore, they must learn the teaching methods. Considering their extensive roles, adult learning theory, and technological developments, the best solution is e-learning. This study extracted the views and preferences of clinical faculties about the electronic faculty development programs. Methods Clinical faculty members and medical education and e-learning specialists from medical universities in Iran participated in this qualitative content analysis study during 2017–2018. Data were collected with purposive sampling method by 18 semi-structured interviews and 2 focus groups with 11 participants. The data were analyzed using the conventional qualitative content analysis method. Validity and accuracy of data were provided on the basis of Guba and Lincoln criteria. Results Five categories including “Technology infrastructure” (Presentation, Platform, E-Learning environment), “learner” (Features, Motivation), ”Program management” (Blending, Interaction), “content” (Design, Application, Organization), and “evaluation” (Learner assessment, Program evaluation) were extracted. Conclusion Faculty members prefer to attend e-learning courses that focus on individualization, blended learning, and mobile learning. The best solution is to use the microlearning approach, that is, short pieces of content focusing on a learning goal that can be presented by all electronic devices in the form of any kind of media, and is in fact the learning fingerfood.

INTRODUCTION:Recently, medical education has made significant progress, and medical teachers are trying to find methods that have most impressive effects on learning. One of the useful learning methods is student active participation. One of the helpful teaching aids in this method is mobile technology. The present study aimed to determine the effect of sending educational questions through short message service (SMS) on academic achievement and satisfaction of medical students and compare that with lecture teaching.SUBJECTS AND METHODS:In an semi-experimental, two chapters of urology reference book, Smiths General Urology 17th edition, were taught to 47 medical students of Isfahan University of Medical Sciences in urology course in 2013 academic year. Kidney tumors chapter was educated by sending questions through SMS, and bladder tumors part was taught in a lecture session. For each method, pretest and posttest were held, each consisting of thirty multiple choice questions. To examine the knowledge retention, a test session was held on the same terms for each chapter, 1 month later. At the end, survey forms were distributed to assess student's satisfaction with SMS learning method. Data were analyzed through using SPSS 20.RESULTS:The findings demonstrated a statistically significant difference between the two learning methods in the medication test scores. Evaluation of the satisfaction showed 78.72% of participants were not satisfied.CONCLUSIONS:The results of the study showed that distance learning through SMS in medical students could lead to increase knowledge, however, it was not effective on their satisfaction.

Background Effective teaching in clinical environment is one of the challenges faced by clinical faculty members due to the complexities of the variables involved in the training. Using appropriate teaching methods by professors in this environment can promise efficient graduates in the field. The present study, as a follow up of Omid research, which designed a clinical teaching model based on emotional intelligence, was carried out to evaluate the results of implementing this model in a clinical setting. Methods A qualitative study was conducted using inductive content analysis in one of the educational hospitals affiliated with Esfahan University of Medical Sciences. A total of 20 volunteer medical students from different levels of education were selected using purposeful sampling and were asked to express their experiences of attending the round with its clinical teaching based on emotional intelligence. Participants included 4 stagers, 11 interns, and 5 residents. Data were collected using semi-structured individual interviews; each interview lasted for 40–60 minutes and began with the question: what do you think are the important features of this professor's clinical education? The following questions were asked based on the issues raised in the interview. Data collected were analyzed immediately after the interviews Results Two main categories emerged from data analysis: Health outcome and Learning outcome. Conclusion The use of teaching based on emotional intelligence in the clinical environment can be effective in promoting their learning while ensuring the health of the learners.

Background:Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members’ experience on Ward Round Teaching content.Methods and Materials:This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9). Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation. Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability) were employed (Guba and Lincoln).Results:Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1) tangible teachings (analytic intelligence, technical intelligence, legal duties) and (2) implied teachings (professionalism, professional discipline, professional difficulties).Conclusion:Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners.