Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis

INTRODUCTION: As an integral and the most important part of medical education, clinical education provides the opportunity to prepare medical students as professionals. This study explores the standpoints of informants concerning the optimal conditions for clinical education and its components, incl...
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Gespeichert in:

Autor*in:	Maria Shaterjalali [verfasserIn] Tahereh Changiz [verfasserIn] Nikoo Yamani [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2018

Schlagwörter:	Clinical education clinical opportunities clinical setting clinical tutor learning situations

Übergeordnetes Werk:	In: Journal of Education and Health Promotion - Wolters Kluwer Medknow Publications, 2018, 7(2018), 1, Seite 130-130
Übergeordnetes Werk:	volume:7 ; year:2018 ; number:1 ; pages:130-130

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.4103/jehp.jehp_56_18

Katalog-ID:	DOAJ01770796X

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spelling	10.4103/jehp.jehp_56_18 doi (DE-627)DOAJ01770796X (DE-599)DOAJf700623d9dcc44c5988570dd7d546cda DE-627 ger DE-627 rakwb eng LC8-6691 RA1-1270 Maria Shaterjalali verfasserin aut Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier INTRODUCTION: As an integral and the most important part of medical education, clinical education provides the opportunity to prepare medical students as professionals. This study explores the standpoints of informants concerning the optimal conditions for clinical education and its components, including learning opportunities, clinical settings, and clinical tutors, with the aim to improve clinical teaching and standards. METHODS: The study design is built on qualitative content analysis with the directed approach. The participants were selected using purposive sampling with maximum variation, and the data were collected through online focus group discussion (FGD) and semi-structured individual interviews conducted either face-to-face or on the telephone. RESULTS: Twenty vice-chancelleries of education and medical education planners from across the country participated in this study. Concepts resulted in four main categories: educational settings, tutors, creating learning opportunities, and learning situations. The concepts were sorted into 15 subcategories, also 21 subclass 1 and 14 subclass 2. The most extensive subcategories comprised variety of educational settings, teaching team conditions, and learning strategies. CONCLUSION: Optimal conditions for clinical education are associated with the use of educational settings close to the real workplace of general practitioners such as general inpatient settings, outpatient settings, and emergency department. Moreover, optimal conditions require the provision of learning opportunities by organized team of tutors and team member empowerment along with policy-making and planning on the national scale by the Ministry of Health in consideration of local conditions. Clinical education clinical opportunities clinical setting clinical tutor learning situations Special aspects of education Public aspects of medicine Tahereh Changiz verfasserin aut Nikoo Yamani verfasserin aut In Journal of Education and Health Promotion Wolters Kluwer Medknow Publications, 2018 7(2018), 1, Seite 130-130 (DE-627)746065701 (DE-600)2715449-X 23196440 nnns volume:7 year:2018 number:1 pages:130-130 https://doi.org/10.4103/jehp.jehp_56_18 kostenfrei https://doaj.org/article/f700623d9dcc44c5988570dd7d546cda kostenfrei http://www.jehp.net/article.asp?issn=2277-9531;year=2018;volume=7;issue=1;spage=130;epage=130;aulast= kostenfrei https://doaj.org/toc/2277-9531 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 7 2018 1 130-130
allfields_unstemmed	10.4103/jehp.jehp_56_18 doi (DE-627)DOAJ01770796X (DE-599)DOAJf700623d9dcc44c5988570dd7d546cda DE-627 ger DE-627 rakwb eng LC8-6691 RA1-1270 Maria Shaterjalali verfasserin aut Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier INTRODUCTION: As an integral and the most important part of medical education, clinical education provides the opportunity to prepare medical students as professionals. This study explores the standpoints of informants concerning the optimal conditions for clinical education and its components, including learning opportunities, clinical settings, and clinical tutors, with the aim to improve clinical teaching and standards. METHODS: The study design is built on qualitative content analysis with the directed approach. The participants were selected using purposive sampling with maximum variation, and the data were collected through online focus group discussion (FGD) and semi-structured individual interviews conducted either face-to-face or on the telephone. RESULTS: Twenty vice-chancelleries of education and medical education planners from across the country participated in this study. Concepts resulted in four main categories: educational settings, tutors, creating learning opportunities, and learning situations. The concepts were sorted into 15 subcategories, also 21 subclass 1 and 14 subclass 2. The most extensive subcategories comprised variety of educational settings, teaching team conditions, and learning strategies. CONCLUSION: Optimal conditions for clinical education are associated with the use of educational settings close to the real workplace of general practitioners such as general inpatient settings, outpatient settings, and emergency department. Moreover, optimal conditions require the provision of learning opportunities by organized team of tutors and team member empowerment along with policy-making and planning on the national scale by the Ministry of Health in consideration of local conditions. Clinical education clinical opportunities clinical setting clinical tutor learning situations Special aspects of education Public aspects of medicine Tahereh Changiz verfasserin aut Nikoo Yamani verfasserin aut In Journal of Education and Health Promotion Wolters Kluwer Medknow Publications, 2018 7(2018), 1, Seite 130-130 (DE-627)746065701 (DE-600)2715449-X 23196440 nnns volume:7 year:2018 number:1 pages:130-130 https://doi.org/10.4103/jehp.jehp_56_18 kostenfrei https://doaj.org/article/f700623d9dcc44c5988570dd7d546cda kostenfrei http://www.jehp.net/article.asp?issn=2277-9531;year=2018;volume=7;issue=1;spage=130;epage=130;aulast= kostenfrei https://doaj.org/toc/2277-9531 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 7 2018 1 130-130
allfieldsGer	10.4103/jehp.jehp_56_18 doi (DE-627)DOAJ01770796X (DE-599)DOAJf700623d9dcc44c5988570dd7d546cda DE-627 ger DE-627 rakwb eng LC8-6691 RA1-1270 Maria Shaterjalali verfasserin aut Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier INTRODUCTION: As an integral and the most important part of medical education, clinical education provides the opportunity to prepare medical students as professionals. This study explores the standpoints of informants concerning the optimal conditions for clinical education and its components, including learning opportunities, clinical settings, and clinical tutors, with the aim to improve clinical teaching and standards. METHODS: The study design is built on qualitative content analysis with the directed approach. The participants were selected using purposive sampling with maximum variation, and the data were collected through online focus group discussion (FGD) and semi-structured individual interviews conducted either face-to-face or on the telephone. RESULTS: Twenty vice-chancelleries of education and medical education planners from across the country participated in this study. Concepts resulted in four main categories: educational settings, tutors, creating learning opportunities, and learning situations. The concepts were sorted into 15 subcategories, also 21 subclass 1 and 14 subclass 2. The most extensive subcategories comprised variety of educational settings, teaching team conditions, and learning strategies. CONCLUSION: Optimal conditions for clinical education are associated with the use of educational settings close to the real workplace of general practitioners such as general inpatient settings, outpatient settings, and emergency department. Moreover, optimal conditions require the provision of learning opportunities by organized team of tutors and team member empowerment along with policy-making and planning on the national scale by the Ministry of Health in consideration of local conditions. Clinical education clinical opportunities clinical setting clinical tutor learning situations Special aspects of education Public aspects of medicine Tahereh Changiz verfasserin aut Nikoo Yamani verfasserin aut In Journal of Education and Health Promotion Wolters Kluwer Medknow Publications, 2018 7(2018), 1, Seite 130-130 (DE-627)746065701 (DE-600)2715449-X 23196440 nnns volume:7 year:2018 number:1 pages:130-130 https://doi.org/10.4103/jehp.jehp_56_18 kostenfrei https://doaj.org/article/f700623d9dcc44c5988570dd7d546cda kostenfrei http://www.jehp.net/article.asp?issn=2277-9531;year=2018;volume=7;issue=1;spage=130;epage=130;aulast= kostenfrei https://doaj.org/toc/2277-9531 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 7 2018 1 130-130
allfieldsSound	10.4103/jehp.jehp_56_18 doi (DE-627)DOAJ01770796X (DE-599)DOAJf700623d9dcc44c5988570dd7d546cda DE-627 ger DE-627 rakwb eng LC8-6691 RA1-1270 Maria Shaterjalali verfasserin aut Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier INTRODUCTION: As an integral and the most important part of medical education, clinical education provides the opportunity to prepare medical students as professionals. This study explores the standpoints of informants concerning the optimal conditions for clinical education and its components, including learning opportunities, clinical settings, and clinical tutors, with the aim to improve clinical teaching and standards. METHODS: The study design is built on qualitative content analysis with the directed approach. The participants were selected using purposive sampling with maximum variation, and the data were collected through online focus group discussion (FGD) and semi-structured individual interviews conducted either face-to-face or on the telephone. RESULTS: Twenty vice-chancelleries of education and medical education planners from across the country participated in this study. Concepts resulted in four main categories: educational settings, tutors, creating learning opportunities, and learning situations. The concepts were sorted into 15 subcategories, also 21 subclass 1 and 14 subclass 2. The most extensive subcategories comprised variety of educational settings, teaching team conditions, and learning strategies. CONCLUSION: Optimal conditions for clinical education are associated with the use of educational settings close to the real workplace of general practitioners such as general inpatient settings, outpatient settings, and emergency department. Moreover, optimal conditions require the provision of learning opportunities by organized team of tutors and team member empowerment along with policy-making and planning on the national scale by the Ministry of Health in consideration of local conditions. Clinical education clinical opportunities clinical setting clinical tutor learning situations Special aspects of education Public aspects of medicine Tahereh Changiz verfasserin aut Nikoo Yamani verfasserin aut In Journal of Education and Health Promotion Wolters Kluwer Medknow Publications, 2018 7(2018), 1, Seite 130-130 (DE-627)746065701 (DE-600)2715449-X 23196440 nnns volume:7 year:2018 number:1 pages:130-130 https://doi.org/10.4103/jehp.jehp_56_18 kostenfrei https://doaj.org/article/f700623d9dcc44c5988570dd7d546cda kostenfrei http://www.jehp.net/article.asp?issn=2277-9531;year=2018;volume=7;issue=1;spage=130;epage=130;aulast= kostenfrei https://doaj.org/toc/2277-9531 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 7 2018 1 130-130
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callnumber-first	L - Education
author	Maria Shaterjalali
spellingShingle	Maria Shaterjalali misc LC8-6691 misc RA1-1270 misc Clinical education misc clinical opportunities misc clinical setting misc clinical tutor misc learning situations misc Special aspects of education misc Public aspects of medicine Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis
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topic_title	LC8-6691 RA1-1270 Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis Clinical education clinical opportunities clinical setting clinical tutor learning situations
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title	Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis
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title_full	Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis
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author_browse	Maria Shaterjalali Tahereh Changiz Nikoo Yamani
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title_sort	optimal clinical setting, tutors, and learning opportunities in medical education: a content analysis
callnumber	LC8-6691
title_auth	Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis
abstract	INTRODUCTION: As an integral and the most important part of medical education, clinical education provides the opportunity to prepare medical students as professionals. This study explores the standpoints of informants concerning the optimal conditions for clinical education and its components, including learning opportunities, clinical settings, and clinical tutors, with the aim to improve clinical teaching and standards. METHODS: The study design is built on qualitative content analysis with the directed approach. The participants were selected using purposive sampling with maximum variation, and the data were collected through online focus group discussion (FGD) and semi-structured individual interviews conducted either face-to-face or on the telephone. RESULTS: Twenty vice-chancelleries of education and medical education planners from across the country participated in this study. Concepts resulted in four main categories: educational settings, tutors, creating learning opportunities, and learning situations. The concepts were sorted into 15 subcategories, also 21 subclass 1 and 14 subclass 2. The most extensive subcategories comprised variety of educational settings, teaching team conditions, and learning strategies. CONCLUSION: Optimal conditions for clinical education are associated with the use of educational settings close to the real workplace of general practitioners such as general inpatient settings, outpatient settings, and emergency department. Moreover, optimal conditions require the provision of learning opportunities by organized team of tutors and team member empowerment along with policy-making and planning on the national scale by the Ministry of Health in consideration of local conditions.
abstractGer	INTRODUCTION: As an integral and the most important part of medical education, clinical education provides the opportunity to prepare medical students as professionals. This study explores the standpoints of informants concerning the optimal conditions for clinical education and its components, including learning opportunities, clinical settings, and clinical tutors, with the aim to improve clinical teaching and standards. METHODS: The study design is built on qualitative content analysis with the directed approach. The participants were selected using purposive sampling with maximum variation, and the data were collected through online focus group discussion (FGD) and semi-structured individual interviews conducted either face-to-face or on the telephone. RESULTS: Twenty vice-chancelleries of education and medical education planners from across the country participated in this study. Concepts resulted in four main categories: educational settings, tutors, creating learning opportunities, and learning situations. The concepts were sorted into 15 subcategories, also 21 subclass 1 and 14 subclass 2. The most extensive subcategories comprised variety of educational settings, teaching team conditions, and learning strategies. CONCLUSION: Optimal conditions for clinical education are associated with the use of educational settings close to the real workplace of general practitioners such as general inpatient settings, outpatient settings, and emergency department. Moreover, optimal conditions require the provision of learning opportunities by organized team of tutors and team member empowerment along with policy-making and planning on the national scale by the Ministry of Health in consideration of local conditions.
abstract_unstemmed	INTRODUCTION: As an integral and the most important part of medical education, clinical education provides the opportunity to prepare medical students as professionals. This study explores the standpoints of informants concerning the optimal conditions for clinical education and its components, including learning opportunities, clinical settings, and clinical tutors, with the aim to improve clinical teaching and standards. METHODS: The study design is built on qualitative content analysis with the directed approach. The participants were selected using purposive sampling with maximum variation, and the data were collected through online focus group discussion (FGD) and semi-structured individual interviews conducted either face-to-face or on the telephone. RESULTS: Twenty vice-chancelleries of education and medical education planners from across the country participated in this study. Concepts resulted in four main categories: educational settings, tutors, creating learning opportunities, and learning situations. The concepts were sorted into 15 subcategories, also 21 subclass 1 and 14 subclass 2. The most extensive subcategories comprised variety of educational settings, teaching team conditions, and learning strategies. CONCLUSION: Optimal conditions for clinical education are associated with the use of educational settings close to the real workplace of general practitioners such as general inpatient settings, outpatient settings, and emergency department. Moreover, optimal conditions require the provision of learning opportunities by organized team of tutors and team member empowerment along with policy-making and planning on the national scale by the Ministry of Health in consideration of local conditions.
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title_short	Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis
url	https://doi.org/10.4103/jehp.jehp_56_18 https://doaj.org/article/f700623d9dcc44c5988570dd7d546cda http://www.jehp.net/article.asp?issn=2277-9531;year=2018;volume=7;issue=1;spage=130;epage=130;aulast= https://doaj.org/toc/2277-9531
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author2	Tahereh Changiz Nikoo Yamani
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Optimal clinical setting, tutors, and learning opportunities in medical education: A content analysis

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