@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(1):1-5
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(1):1-5
Educational Development in the View of Instructors and Students; A Qualitative Study
ARTICLE INFO
Article Type
Original ResearchAuthors
Mahmoudi H. (*)Heidaranlou E. (1)
Ebadi A. (1)
(*) Trauma Research Center, , Baqiyatallah University of Medical Sciences, Tehran, Iran
(1) Department of Medical-Surgical, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
Correspondence
Address: Nursing Faculty, Baqiyatallah University of Medical Sciences, Araj three-way, Aqdasie, Tehran, IranPhone: +982122286057
Fax: +982126127294
h.mahmoudi@bmsu.ac.ir
Article History
Received: June 8, 2013Accepted: October 20, 2013
ePublished: March 17, 2014
ABSTRACT
Aims
Training is a series of activities and strategies that carried out by the teacher and the
learner, and its purpose is to help the learner to learn better. Training process owners are
the axis of education development and their experiences can have a major role in defining
the concept of educational development. The aim of this study was to define educational
development from the lecturers’ and the students’ point of view, using qualitative method.
Materials & Methods This qualitative study was performed in one of the medical universities of Tehran city and 11 lecturers and students were selected through purposeful sampling method. Data were collected through semi-structured interview. Data analysis was performed, using qualitative content analysis with the contractual approach. MAXQDA 2007 software was used to group, code and classify the text which were aroused from interviews.
Findings At first, about 650 initial codes were extracted. These initial codes were grouped into 9 classes including efficient training, the use of modern technologies, achieving the goals, interaction and balance of the training elements, change in the student’s attitude and performance, combination of different methods of teaching, qualitative and quantitative growth, learning development, teaching the learning process.
Conclusion Educational development is the balanced, comprehensive and sustainable dynamism and growth.
Materials & Methods This qualitative study was performed in one of the medical universities of Tehran city and 11 lecturers and students were selected through purposeful sampling method. Data were collected through semi-structured interview. Data analysis was performed, using qualitative content analysis with the contractual approach. MAXQDA 2007 software was used to group, code and classify the text which were aroused from interviews.
Findings At first, about 650 initial codes were extracted. These initial codes were grouped into 9 classes including efficient training, the use of modern technologies, achieving the goals, interaction and balance of the training elements, change in the student’s attitude and performance, combination of different methods of teaching, qualitative and quantitative growth, learning development, teaching the learning process.
Conclusion Educational development is the balanced, comprehensive and sustainable dynamism and growth.
CITATION LINKS
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[22]Evans BJ, Stanley RO, Burrows GD, Sweet B. Lectures and skills workshops as teaching formats in a history‐taking skills course for medical students. Med Educ. 1989;23(4):364-70
[23]Skeff KM. Evaluation of a method for improving the teaching performance of attending physicians. Am J Med. 1983;75(3):465-70.
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[2]Hoque K. Human resource management in the hotel industry: Strategy, innovation and performance. New York: Routledge; 2013.
[3]Marlow A, Spratt C, Reilly A. Collaborative action learning: A professional development model for educational innovation in nursing. Nurs Educ Prac. 2008;8(3):184-9.
[4]Morison S, Boohan M, Moutray M, Jenkins J. Developing pre-qualification inter-professional education for nursing and medical students: sampling student attitudes to guide development. Nurs Educ Prac. 2004;4(1):20-9.
[5]Atkinson T, Caxton G, Osborn M, Wallace M. Liberating the learner: lessons for professional development in education. New York: Routledge; 2013.
[6]Andersen JC. Learner satisfaction in online learning: An analysis of the perceived impact of learner-social media and learner-instructor interaction [dissertation]. Johnson; East Tennessee State University; 2013.
[7]Blight D, Davis D, Olsen A. The globalization of higher education. New York: Routledge; 2000.
[8]Peykari N, Owlia P, Malekafzali H, Ghanei M, Babamahmoodi A, Djalalinia S. Needs assessment in health research projects: A new approach to project management in Iran. Iranian J Pub Health. 2013;42(2):158-63.
[9]Zolfaghare B. Planning changes in medical education. Iranian J Med Educ. 2011;10(5):1313-6.
[10]Toofeghe J, Farasatkhah M. Structure for scientific development in Iran. Quart J Res Plan High Educ. 2002;8(3):1-36. [Persian]
[11]Adib Hajbagheri MPR, Salsaly M. Qualitative Research Methods. 2nd ed. Tehran: Boshra; 2007. [Persian].
[12]Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277-88.
[13]Corbin J, Strauss A. Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage; 2007.
[14]Murphy TH, Terry HR. Opportunities and obstacles for distance education in agricultural education. J Agr Educ. 1998;39(1):28-36.
[15]Wang D. Family-school relations as social capital: Chinese parents in the United States. Sch Commun J. 2008;18(2):119-46.
[16]Cianciolo AT, Eva KW, Colliver JA. Theory development and application in medical education. Teach Learn Med. 2013;25(sup1):75-80.
[17]Diaz MJF, Santaolalla RC, González AG. Faculty attitudes and training needs to respond the new European Higher Education challenges. High Educ. 2010;60(1):101-18.
[18]Shackibaee D, Montazeri N, Rezaee M, Yari N. Faculty lecturers’ Attitudes Towards some Educational Indices at KUMS (2002). J Kermanshah Uni Med Sci. 2004;8(1).
[19]Baker-Doyle KJ. Go ask Alice: Uncovering the role of a university partner in an informal science curriculum support network. Int J Sci Educ. 2013;3(3):233-45.
[20]Aminolraaya M, Yarmohammadian MH, Yousefi A. Educational needs of education expert of Isfahan University of medical sciences. Iranian J Med Educ. 2002;1(2):2.
[21]Sheets KJ, Henry RC. Assessing the impact of faculty development programs in medical education. Acad Med. 1984;59(9):746-8.
[22]Evans BJ, Stanley RO, Burrows GD, Sweet B. Lectures and skills workshops as teaching formats in a history‐taking skills course for medical students. Med Educ. 1989;23(4):364-70
[23]Skeff KM. Evaluation of a method for improving the teaching performance of attending physicians. Am J Med. 1983;75(3):465-70.
[24]Kern DE, Thomas PA, Hughes MT. Curriculum development for medical education: a six-step approach. Maryland: JHU; 2010.
[25]Mockett L, Horsfall J, O’Callaghan W. Education leadership in the clinical health care setting: A framework for nursing education development. Nurs Educ Prac. 2006;6(6):404-10.