Medical educators’ beliefs about learning goals, teaching, and assessment in the context of curriculum changes: a qualitative study conducted at an Iranian medical school
Abstract Background Achieving changing needs, advancing knowledge, and innovations in higher education require the constant changes of medical school curricula and successfully applying the new reforms requires some modifications in the medical educators’ core beliefs. The purpose of this study was...
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| Format: | Article |
| Language: | English |
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BMC
2021-08-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-021-02878-3 |
| _version_ | 1818661619084820480 |
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| author | Morteza Karami Nooriyah Hashemi Jeroen van Merrienboer |
| author_facet | Morteza Karami Nooriyah Hashemi Jeroen van Merrienboer |
| author_sort | Morteza Karami |
| collection | DOAJ |
| description | Abstract Background Achieving changing needs, advancing knowledge, and innovations in higher education require the constant changes of medical school curricula and successfully applying the new reforms requires some modifications in the medical educators’ core beliefs. The purpose of this study was to describe the medical educators’ beliefs about the alignment of the learning goals with teaching and assessment processes in the context of the curriculum changes. Method A qualitative method was used to study the medical educators’ beliefs through selecting the faculty participants via a purposeful sampling strategy. The study was conducted at a Medical School in Iran. For the individual interviews, we invited both the professors of the basic sciences and the clinical professors who had thought medical students for at least 5 years. Ten educators were interviewed. Result The results of the research showed that, in the professors’ viewpoints, the development of competencies in the students has been abandoned and this is due to the priority of treatment to education in the clinical courses and the limited learning experiences. Moreover, the gap between the content and the context and the attendance of the students in the hospitals instead of the clinics to pass their internship courses has reduced the provision of authentic learning experiences. These conditions have affected the quality of education negatively. The non-systematic assessment has also worsened the situation. Conclusion Despite the changes in the curriculum, the compartmentalization of the curriculum and the structure of the medical education have caused the professors’ beliefs to be in line with the past perspectives. Some modifications in the structure of the curriculum seem to be necessary. |
| first_indexed | 2024-12-17T04:47:56Z |
| format | Article |
| id | doaj.art-ad7c921cdece44a9bcb5c42eb3da95ea |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-17T04:47:56Z |
| publishDate | 2021-08-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-ad7c921cdece44a9bcb5c42eb3da95ea2022-12-21T22:03:01ZengBMCBMC Medical Education1472-69202021-08-012111910.1186/s12909-021-02878-3Medical educators’ beliefs about learning goals, teaching, and assessment in the context of curriculum changes: a qualitative study conducted at an Iranian medical schoolMorteza Karami0Nooriyah Hashemi1Jeroen van Merrienboer2Department of Curriculum Studies and Instruction, Faculty of Educational Sciences and Psychology, Ferdowsi University of MashhadFaculty and Lecturer in English Department, Eshraaq UniversitySchool of Health Professions Education, Maastricht UniversityAbstract Background Achieving changing needs, advancing knowledge, and innovations in higher education require the constant changes of medical school curricula and successfully applying the new reforms requires some modifications in the medical educators’ core beliefs. The purpose of this study was to describe the medical educators’ beliefs about the alignment of the learning goals with teaching and assessment processes in the context of the curriculum changes. Method A qualitative method was used to study the medical educators’ beliefs through selecting the faculty participants via a purposeful sampling strategy. The study was conducted at a Medical School in Iran. For the individual interviews, we invited both the professors of the basic sciences and the clinical professors who had thought medical students for at least 5 years. Ten educators were interviewed. Result The results of the research showed that, in the professors’ viewpoints, the development of competencies in the students has been abandoned and this is due to the priority of treatment to education in the clinical courses and the limited learning experiences. Moreover, the gap between the content and the context and the attendance of the students in the hospitals instead of the clinics to pass their internship courses has reduced the provision of authentic learning experiences. These conditions have affected the quality of education negatively. The non-systematic assessment has also worsened the situation. Conclusion Despite the changes in the curriculum, the compartmentalization of the curriculum and the structure of the medical education have caused the professors’ beliefs to be in line with the past perspectives. Some modifications in the structure of the curriculum seem to be necessary.https://doi.org/10.1186/s12909-021-02878-3Medical educators’ beliefsLearning goalsTeaching methods and assessment methods |
| spellingShingle | Morteza Karami Nooriyah Hashemi Jeroen van Merrienboer Medical educators’ beliefs about learning goals, teaching, and assessment in the context of curriculum changes: a qualitative study conducted at an Iranian medical school BMC Medical Education Medical educators’ beliefs Learning goals Teaching methods and assessment methods |
| title | Medical educators’ beliefs about learning goals, teaching, and assessment in the context of curriculum changes: a qualitative study conducted at an Iranian medical school |
| title_full | Medical educators’ beliefs about learning goals, teaching, and assessment in the context of curriculum changes: a qualitative study conducted at an Iranian medical school |
| title_fullStr | Medical educators’ beliefs about learning goals, teaching, and assessment in the context of curriculum changes: a qualitative study conducted at an Iranian medical school |
| title_full_unstemmed | Medical educators’ beliefs about learning goals, teaching, and assessment in the context of curriculum changes: a qualitative study conducted at an Iranian medical school |
| title_short | Medical educators’ beliefs about learning goals, teaching, and assessment in the context of curriculum changes: a qualitative study conducted at an Iranian medical school |
| title_sort | medical educators beliefs about learning goals teaching and assessment in the context of curriculum changes a qualitative study conducted at an iranian medical school |
| topic | Medical educators’ beliefs Learning goals Teaching methods and assessment methods |
| url | https://doi.org/10.1186/s12909-021-02878-3 |
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