The situational analysis of teaching-learning in clinical education in Iran: a postmodern grounded theory study

Ahmadi, Soleiman; Khani, Hamed

doi:10.1186/s12909-022-03577-3

Cited by 11 publications

(11 citation statements)

References 28 publications

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“…With this logistically feasible platform now established, future studies can refine the course and replicate and extend the survey findings. There are many elements to learning success and the current study honed in on only very focused, specific factors but, importantly, these were factors that were critical to the context of this particular course [ 72 ]. Future studies are needed now (1) to evaluate the range of other elements that affect course success, including more direct assessment of learning itself, and (2) to assess the interconnectedness of individual factors in determining this success.…”

Section: Discussionmentioning

confidence: 99%

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

Elemam,

El Swiah,

Durda

et al. 2024

PLoS ONE

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During the COVID-19 pandemic, many educational institutions switched to e-learning educational platforms. This approach was essential but raised challenges, particularly in training practitioners for medical emergencies. This approach not only led to global challenges and a need for rapid adaptation, but also raised inequities across countries, with some facing far more technical challenges than others. In Libya, low investment in education technology and unpredictable internet connectivity limited its integration into schools and universities even before the pandemic. The current study reports feedback from an online continuing dental education (CDE) course for dental practitioners that was developed emergently during the pandemic and aimed to address the challenges posed by Libya’s internet environment. Participants were recruited through social media and received an 8-hour online CDE course consisting of three modules. Participants were invited to complete a pre-course demographic/informational survey on a Google form. After passing all modules, students were prompted to complete a post-course survey consisting of 23, five-point Likert scale questions. Respondents included 43 females (74.1%) and 15 males (25.9%). For ~50% of the cohort (n = 32), this was their first online clinical course. 87.9% of post-course participants rated the course as a positive learning experience, while 90.9% agreed their learning outcomes had been achieved. Most participants (97%) agreed the course instructor explained all concepts clearly. In total, 81.8% agreed that the technology effectively supported their learning. Most agreed that a clear demarcation between each course module existed and that the language and depth of the material were adequate. Some students reported technical difficulties, and 33.3% saw repetitions in the modules. However, all post-course respondents said they would recommend the online course to colleagues. Libyan dental practitioners showed high satisfaction levels towards the e-learning process, course content, instructors’ attitudes, and overall e-learning experience despite the inherent e-learning challenges posed in this country.

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Section: Discussionmentioning

confidence: 99%

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

Elemam,

El Swiah,

Durda

et al. 2024

PLoS ONE

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“…The results emphasized the importance of survival nursing based on grounded theory and demand-oriented. Ahmady et al (2022) [ 13 ] analyzed the situational problems of teaching and learning in clinical education based on grounded theory, and explained the teaching strategies in combination with discourse analysis. The results show that the clinical learning environment is a complex and multi-level social environment, and many social factors should be considered in the process of clinical teaching.…”

Section: Recent Related Workmentioning

confidence: 99%

The construction of competency training mechanism model for tourism undergraduates based on grounded theory

Sun,

Zhao

2024

PLoS ONE

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The motivation of this paper is to solve the problem of tourism majors’ lack of theoretical knowledge and professional ability by building a capacity training mechanism model based on grounded theory. The goal of the study is to optimize the ability training strategies of tourism undergraduates and improve their professional quality and competitiveness. The paper adopts the ability training model based on grounded theory, and combines with Back Propagation (BP) neural network for optimization and evaluation. By comparing the performance of different ability training mechanisms, this paper explores the best training strategies to provide support and guidance for the training of tourism undergraduates. Firstly, the employment background of the current market is studied and analyzed. By sorting out the relevant documents of grounded theory and combining with the current training strategies of tourism majors, the students’ personality characteristics and the basic principles of establishing models are integrated. The Back Propagation (BP) neural network is combined with the grounded theory. The data input of the student ability model is re-optimized. The undergraduate competency training mechanism model is constructed. The results show that when the number of iterations of the network model is 500.00, the evaluation accuracy of the competency training model based on BP neural network can reach 70.00%. At this time, the evaluation accuracy of competency training model based on content analysis method is only 55.00%. In addition, the results show that with the increase of model iterations, the recognition accuracy of the ability model based on grounded theory and the ability training mechanism of content analysis method is continuously improved. However, the ability evaluation model based on grounded theory has higher accuracy, and the accuracy of ability evaluation even exceeds 78.52% when the number of iterations of the network model is 600. Secondly, through the statistics and comparison of the grading results of students of different majors, it is found that the ability training mechanism based on grounded theory can improve the overall ability level of students more significantly. The research has important reference value for promoting the optimization and perfection of students’ training strategies.

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“…Learning is defined as a change in students' knowledge, behavior, or attitude that persists over time (Hess, 2011). Developing and improving the quality of teachinglearning requires explaining the current situation and identifying the challenges and problems and its strengths (Ahmady & Khani, 2022). The "law school" approach, as is therefore clearly evident, in particular: the students will engage in a high volume of reading; where, a wide range of topics must be covered in limited detail, and where nature of the subject has, a very practical aspect (De Silva, 2012).…”

Section: Teaching Civil Procedures II To Final Year Studentsmentioning

confidence: 99%

Pedagogy in Universiti Teknologi MARA (UiTM): Teaching and Learning Civil Procedure II

Hussain

2023

MJSSH

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The Civil Procedure II course learning outcomes include organizing and preparing fundamental court documents and acquiring drafting skills. This subject assists final-year law students to analyze a wide range of interlocutory procedures in the conduct of various civil proceedings. Since students must prepare themselves to be litigation lawyers, they must be able to comprehend the material and use it in their legal practice. As such, the difficulty of teaching and learning the subject of Civil Procedure II must be examined in this new era. This paper will explore whether newfound applicable pedagogical techniques and instructional methods can improve the teaching and learn of the Civil Procedure II course at Universiti Teknologi MARA's Faculty of Law (UiTM). The purpose of this article is to examine the fundamental components and elements of teaching-learning and identify the challenges and problems that stand in the way of effective teaching-learning in the law of civil procedure II. Doctrinal content analysis is used in this paper's qualitative research approach to gain a deeper understanding of the conflict that exists when deciding how to teach the subject of Civil Procedure II effectively. The findings of this paper reveal that using newfound applicable pedagogy such as online learning tool in conjunction with in-person instruction may improve pedagogy in the teaching and learning of Civil Procedure II. The newfound applicable pedagogy to law school instruction is relevant for both lecturers and students in this 21st century.

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The situational analysis of teaching-learning in clinical education in Iran: a postmodern grounded theory study

Cited by 11 publications

References 28 publications

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

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

The construction of competency training mechanism model for tourism undergraduates based on grounded theory

Pedagogy in Universiti Teknologi MARA (UiTM): Teaching and Learning Civil Procedure II

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