Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical Education
This study aimed to design and validate a professional development environment model based on a task-centered approach in medical education. Accordingly, a mixed research design was used, and a qualitative content analysis was performed using a synthesis research method to identify the elements and...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2023-12-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440231217824 |
| _version_ | 1797376737878736896 |
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| author | Somayeh Salary Ali Akbar Amin Beydokhti Morteza Karami Parvaneh Layegh Masoud Mahdavi Rashed Mozhgan Mahmoudian |
| author_facet | Somayeh Salary Ali Akbar Amin Beydokhti Morteza Karami Parvaneh Layegh Masoud Mahdavi Rashed Mozhgan Mahmoudian |
| author_sort | Somayeh Salary |
| collection | DOAJ |
| description | This study aimed to design and validate a professional development environment model based on a task-centered approach in medical education. Accordingly, a mixed research design was used, and a qualitative content analysis was performed using a synthesis research method to identify the elements and components of the proposed model. Furthermore, a descriptive survey method was employed to validate the model from the point of view of experts. For the purposeful selection of resources considering the identification of the components of the professional development environment model based on the task-centered approach, authentic scientific documents indexed in databases, such as Scopus, Science Direct, Springer, Google Scholar, ProQuest, Emerald, and PubMed from 2000 to 2022 were reviewed, and 48 documents were selected. Then, they were analyzed using open coding and axial coding. To validate the proposed model, 20 specialists in radiology, medical education, and educational sciences were selected as a sample. The data were collected through an 8-item researcher-made questionnaire the content validity of which was confirmed by calculating S-CVI and CVI. According to the analysis, 4 main components and 14 sub-components were extracted, which led to the design of the desired model. The findings in the quantitative part also showed that the presented model has high internal validity in the field of medical education. Therefore, it is suggested to use this model as an innovative strategy and guidance for medical professionals. |
| first_indexed | 2024-03-08T19:43:02Z |
| format | Article |
| id | doaj.art-f238a52031514fa8b9d8007283d40b12 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-03-08T19:43:02Z |
| publishDate | 2023-12-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-f238a52031514fa8b9d8007283d40b122023-12-24T16:03:23ZengSAGE PublishingSAGE Open2158-24402023-12-011310.1177/21582440231217824Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical EducationSomayeh Salary0Ali Akbar Amin Beydokhti1Morteza Karami2Parvaneh Layegh3Masoud Mahdavi Rashed4Mozhgan Mahmoudian5Mashhad University of Medical Sciences, IranSemnan University, IranFerdowsi University of Mashhad, IranMashhad University of Medical Sciences, IranMashhad University of Medical Sciences, IranMashhad University of Medical Sciences, IranThis study aimed to design and validate a professional development environment model based on a task-centered approach in medical education. Accordingly, a mixed research design was used, and a qualitative content analysis was performed using a synthesis research method to identify the elements and components of the proposed model. Furthermore, a descriptive survey method was employed to validate the model from the point of view of experts. For the purposeful selection of resources considering the identification of the components of the professional development environment model based on the task-centered approach, authentic scientific documents indexed in databases, such as Scopus, Science Direct, Springer, Google Scholar, ProQuest, Emerald, and PubMed from 2000 to 2022 were reviewed, and 48 documents were selected. Then, they were analyzed using open coding and axial coding. To validate the proposed model, 20 specialists in radiology, medical education, and educational sciences were selected as a sample. The data were collected through an 8-item researcher-made questionnaire the content validity of which was confirmed by calculating S-CVI and CVI. According to the analysis, 4 main components and 14 sub-components were extracted, which led to the design of the desired model. The findings in the quantitative part also showed that the presented model has high internal validity in the field of medical education. Therefore, it is suggested to use this model as an innovative strategy and guidance for medical professionals.https://doi.org/10.1177/21582440231217824 |
| spellingShingle | Somayeh Salary Ali Akbar Amin Beydokhti Morteza Karami Parvaneh Layegh Masoud Mahdavi Rashed Mozhgan Mahmoudian Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical Education SAGE Open |
| title | Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical Education |
| title_full | Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical Education |
| title_fullStr | Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical Education |
| title_full_unstemmed | Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical Education |
| title_short | Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical Education |
| title_sort | design and validation of professional development environment model based on task centered approach in medical education |
| url | https://doi.org/10.1177/21582440231217824 |
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