Teaching-learning in clinical education based on epistemological orientations: A multi-method study

Abstract

Introduction Teaching-learning is the heart of medical education in the clinical setting. The objective of this research was to develop a conceptual model of effective clinical teaching in undergraduate medical education and conceptualize its operational framework based on the best fit approach. Materials and methods This research consisted of three sub-studies conducted using a multi-method approach. The first sub-study was conducted using a qualitative meta-synthesis approach. The second sub-study used Clarke’s situational analysis approach as a postmodern version of grounded theory. Finally, the third sub-study was designed in two stages. First, it was conducted using the expert panel, in the second step, framework of synthesis based on best fit, and the framework of Ottenhoff- de Jonge et al., which formed the basis of this study. Results In the first sub-study, qualitative evidence on the factors of effective teaching-learning in clinical education was synthesized into five dimensions. Based on the second sub-study, the clinical teaching-learning situation in undergraduate medical education in Iran was represented in three maps, including situational, social worlds/arenas, and positional. Finally, in the third sub-study, based on model modification and development in the expert panel, the effective teaching-learning dimensions were developed into behavioral, social, pedagogical, technology, contextual, educational leadership, and financial dimensions. In the second step, based on the framework of Ottenhoff- de Jonge et al., a three-dimensional matrix was developed concerning epistemological orientations about teaching and learning. Discussion Moving from a single teaching-centered and learning-centered orientation to a teaching-learning-centered orientation is required for effective teaching-learning in clinical medical education.

Cross-sectional study of attitudes toward online continuing dental education in Libya during the COVID-19 pandemic

“…Such a study might, to be fair and ethical, use a cross-over design to be certain all participants have access to the material by the end of the study, although one could not directly compare learning within-subject across conditions in this manner. Another research design might entail comparing the same course methods with two different instructors, since learning has been shown to be strongly dependent on the beliefs and attitude of the instructor [ 73 ]. Collection and analysis of survey data regarding the course instructor’s own experience would also be useful in this regard.…”