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

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  • Hamed Khani
  • Soleiman Ahmady
  • Babak Sabet
  • Ali Namaki
  • Shirdel Zandi
  • Somayeh Niakan

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.

Suggested Citation

  • Hamed Khani & Soleiman Ahmady & Babak Sabet & Ali Namaki & Shirdel Zandi & Somayeh Niakan, 2023. "Teaching-learning in clinical education based on epistemological orientations: A multi-method study," PLOS ONE, Public Library of Science, vol. 18(11), pages 1-24, November.
    • Handle: RePEc:plo:pone00:0289150
    DOI: 10.1371/journal.pone.0289150
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    References listed on IDEAS

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    1. Kelly, Michael & Morgan, Antony & Ellis, Simon & Younger, Tricia & Huntley, Jane & Swann, Catherine, 2010. "Evidence based public health: A review of the experience of the National Institute of Health and Clinical Excellence (NICE) of developing public health guidance in England," Social Science & Medicine, Elsevier, vol. 71(6), pages 1056-1062, September.
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