@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(3):181-189
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(3):181-189
Determining Teaching-Learning Process in Curriculum of General Medical Course with Life- Long Learning Approach
ARTICLE INFO
Article Type
Qualitative StudyAuthors
Mohammadi Mehr M. (* )Maleki H. (1 )
Nojoumi F. (2 )
(* ) Microbiology Department, Medical Faculty, AJA University of Medical Sciences, Tehran, Iran
(1 ) Educational Management Department, Psychology & Educational Sciences Faculty, Allameh Tabatabai University, Tehran, Iran
(2 ) Microbiology Department, Medical Faculty, AJA University of Medical Sciences, Tehran, Iran
Correspondence
Article History
Received: May 11, 2013Accepted: October 23, 2013
ePublished: July 7, 2014
ABSTRACT
Aims
Training the graduates, who are eligible for lifelong learning competencies, is one of
the most important goals of World Medical Education Federation. The experts believe that
among all elements of the curriculum, teaching methods have a unique position. The aim of
this study was to investigate the teaching dimensions effective on the required competencies
enhancement for continuity learning and develop the lifelong learners.
Materials & Methods The qualitative study was designed by data collection and its analytical and conceptual description and classification, and was done among the university teachers and experts of Medical Education Development Centers and the curriculum and adult education experts of Tehran City. To develop the data sources, qualitative content analysis, systematic review and library study were used. Purposeful sampling was continued until data saturation, and data saturation was achieved after 21 interviews. Data was analyzed using qualitative content analysis.
Findings 11 methods were obtained as effective methods on strengthen and education of the required competencies for medical students for lifelong learning. To complete obtained data from a systematic review of the literature, 16 effective teaching methods were identified as the effective strategies on motivation and education of each lifelong learning abilities of medical students.
Conclusion Appropriate teaching-learning methods to educate and strengthen lifelong learning in medical curriculum should be based on competencies on learning-centered approach, based on constructivism and adult learning theories.
Materials & Methods The qualitative study was designed by data collection and its analytical and conceptual description and classification, and was done among the university teachers and experts of Medical Education Development Centers and the curriculum and adult education experts of Tehran City. To develop the data sources, qualitative content analysis, systematic review and library study were used. Purposeful sampling was continued until data saturation, and data saturation was achieved after 21 interviews. Data was analyzed using qualitative content analysis.
Findings 11 methods were obtained as effective methods on strengthen and education of the required competencies for medical students for lifelong learning. To complete obtained data from a systematic review of the literature, 16 effective teaching methods were identified as the effective strategies on motivation and education of each lifelong learning abilities of medical students.
Conclusion Appropriate teaching-learning methods to educate and strengthen lifelong learning in medical curriculum should be based on competencies on learning-centered approach, based on constructivism and adult learning theories.
CITATION LINKS
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[35]Macauly JO, Nagley P. Student project cases: A learner-centered team activity broadly integrated across the undergraduate medical curriculum. J Med Teach. 2008;30(1):23-33.
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[39]Shaiu SJ, Chen CH. Reflection and critical thinking of humanistic care in medical education. Kaohsiung J Med Sci. 2008;24(7):367-72.
[40]Namdari Pezhman M, Karimyan H. Qualitative assessment of students’ activity by e-portfolio: Facilities and limitations. Sci J Educ Strateg Med Sci. 2011:4(1):39-46. [Persian]
[41]Collins J. Education techniques for lifelong learning: Lifelong learning in the 21st century and beyond. Radiographics. 2009;29(2):613-22.
[2]Malaki H. Curriculum development practice guide. 2nd ed. Tehran: Payame Andisheh Puplication; 2013.
[3]Safavi A. Methods and process of effective teaching. Tehran: Moaser Publication; 1994.
[4]Vogt F, Rogalla M. Developing Adaptive Teaching Competency through coaching. Teach Teach Educ. 2009;25(8):1051-60.
[5]Shabani H. Methods and process of educational skills in teaching. Tehran: Samt Publication; 2005
[6]Coates WC, Crooks K, Slavin SJ, Guiton G, Wilkerson L. Medical school curricular reform: Fourth-year colleges improve access to career mentoring and overall satisfaction. Acad Med. 2008;83(8):754-60.
[7]Mohammadimehr M, Malaki H, Abbaspour A, Khoshdel A. Investigation necessary competencies for life long learning in medical students. Iran J Med Educ. 2012; 11(8):961-75. [Persian]
[8]Medel-Añonuevo C, Ohsako T, Mauch W. Revisiting lifelong learning for the 21st century. UNESCO Institute for Education; 2001. Available from: http://www.unesco.org/education/uie/pdf/revisitingLLL.pdf.
[9]Brahmi FA. Medical Students’ Perceptions of Life-long learning at Indiana University School of Medicine [Dissertation]. Bloomington, Ind: India University; 2007.
[10]Tavakol M, Murphy R, Torabi S. Medical education in Iran: An exploration of some curriculum issues. Med Educ Online. 2006;11:5.
[11]Sharifiyan F, Nasr AR, Abedi L. Developing Effective Teaching Indicators in Universities and Higher Education Institutions and its Accomplishment in Isfahan University. Q J Res Plan High Educ. 2004;11(3-4):25-52. [Persian]
[12]Ramsden P. Learning to teach in higher education. 2nd ed. London: Routledge; 2003.
[13]Knapper C, Cropley AJ. Lifelong learning in higher education. London; Kogan Page; 2000.
[14]Shoarinejad AA. Psychology of the Educate. Tehran: Pajoheshgah Publication; 1995. [Persian]
[15]Delavar A. An introduction of theoretical and practical research in human and social science. Tehran: Roshd Publication; 2012. [Persian]
[16]Adib Hajbagheri M, Parvizi S, Salsali M. Methods of quality research. 2nd ed. Tehran: Boshra Publication; 2009. [Persian]
[17]Krippendorff KH. Content analysis: An introduction to its methodology. 3rd ed. London: Sage Publications; 2012.
[18]Polit DF, Beck CT. Essentials of nursing research: Methods appraisal and utilization (Volume 1). Philadelphia: Lippincott Williams & Wilkins; 2006.
[19]Karimi S, Nasr A, Boghratian K. Life long Learning: The approach of university in 21 st century. Tehran: Samt Publication; 2009. [Persian]
[20]Candy PC, Crebert G, O’Leary J. Developing lifelong learners through undergraduate education. Canbera: Australian Government Publishing Service; 1994
[21]Pendergast D, Flanagan R, Land R, Bahr M, Mitchell J, Weir K, et al. Developing Lifelong Learners in the Middle Years of Schooling. KPA Consulting Australia. Available From: http://scseec.edu.au/site/DefaultSite/filesystem/documents/Reports%20and%20publications/Archive%20Publications/Miscellaneous/lifelonglearn_midyears.pdf
[22]Tiwari A, Lai P, So M, Yuen K. A comparison of the effect of problem based learning and lecturing on the development of students' critical thinking. Med Educ. 2006:40(6):547-54.
[23]Schmidt HG1, Vermeulen L, van der Molen HT. Long term effects of problem-based learning: A comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Med Educ. 2006;40(6):562-7.
[24]Baker CM, Pesut DJ, McDaniel AM, Fisher ML. Evaluating the impact of problem-based learning on learning styles of master's students in nursing administration. J Prof Nurs. 2007;23(4):214-9.
[25]Zubair A, Eng KH. Basics in medical education. National University of Singapore. 1st ed. Singapore: World Scientific Pub Co Inc; 2004.
[26]Turan S, Demirel O, Sayek I. Metacognitive awareness and self-regulated learning skills of medical students in different medical curricula. Med Teach. 2009:31(10):477-83.
[27]Macauly JO, Nagley P. Student project cases: A learner-centred team activity broadly integrated across the undergraduate medical curriculum. Med Teach. 2008:30(1):23-33.
[28]Naderi Z, Ebadi A, Mehdizadeh S. Application of small group in education of medical sciences. Sci J Educ Strateg Med Sci. 2009;2(2):13-14. [Persian]
[29]Hay D, Kinchin I, Lygo-Baker S. Making learning visible: the role of concept mapping in higher education. Stud High Educ. 2008;33(3):295-311.
[30]Brinkerhoff JL, Booth GM. The Effect of Concept Mapping On Student Achievement in An Introductory Non-Majors Biology Class. Euro Inter J Sci Technol. 2013:2(8):43-72.
[31]Kinchin IM. Concept Mapping as a Learning Tool in Higher Education: A Critical Analysis of Recent Reviews. J Contin High Educ. 2014:62:39-49.
[32]Wheeler LA, Collins SK. The influence of concept mapping on critical thinking in baccalaureate nursing students. J Prof Nurs. 2003;19(6):339-46.
[33]Hosseini Z. Collaborative learning and critical thinking. Dev Psychol. 2009;5(19):199-208. [Persian]
[34]Ong K. Reflection for action in the medical field. Reflect Pract. 2011:12(1):145-9.
[35]Macauly JO, Nagley P. Student project cases: A learner-centered team activity broadly integrated across the undergraduate medical curriculum. J Med Teach. 2008;30(1):23-33.
[36]Haghdoost AA, Jalili Z, Asadi Karam E. Investigation ground round in medical education of Kerman in 2005 year. Strides Dev Med Educ. 2005:2(2):88-94. [Persian]
[37]Hossini M. Journal club and its effective presentation. J Qazvin Univ Med Sci. 2002;6(2):88-92. [Persian]
[38]Kirschling JM, Fields J, Imle M, Mowery M, Tanner CA, Perrin N, et al. Evaluating teaching effectiveness. J Nurs Educ. 1995;34(9):401-10.
[39]Shaiu SJ, Chen CH. Reflection and critical thinking of humanistic care in medical education. Kaohsiung J Med Sci. 2008;24(7):367-72.
[40]Namdari Pezhman M, Karimyan H. Qualitative assessment of students’ activity by e-portfolio: Facilities and limitations. Sci J Educ Strateg Med Sci. 2011:4(1):39-46. [Persian]
[41]Collins J. Education techniques for lifelong learning: Lifelong learning in the 21st century and beyond. Radiographics. 2009;29(2):613-22.