Volume 20, Issue 3 (Autumn 2025)
jmed 2025, 20(3): 1296-1310 |
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Nahardani S Z, Soltani Arabshahi K, zhianifard A, rahimian N. A Framework for Virtual Clinical Education Transformation: A Platform for Resilience in Educational Systems. jmed 2025; 20 (3) :1296-1310
URL: http://jmed.ssu.ac.ir/article-1-1586-en.html
URL: http://jmed.ssu.ac.ir/article-1-1586-en.html
Iran University of Medical Sciences , rahimian.n@iums.ac.ir
Abstract: (30 Views)
Background and Aim:
E-learning has emerged as a transformative paradigm in medical education, emphasizing educational equity, the elimination of geographical barriers, and lifelong learning. It has become a central focus of higher education policy. The integration of modern educational technologies into clinical education has revealed significant challenges in clinical curriculum design and highlighted the need for faculty members equipped with digital competencies. This study aimed to develop a framework for the transformation of virtual clinical education to enhance the resilience of health education systems.
Methods:
This qualitative study was conducted in three phases. The first phase employed a conventional content analysis approach to explore clinical faculty members' perspectives on electronic clinical education through an inductive method. In the second phase, based on the findings of phase one, a preliminary framework for virtual clinical education transformation was drafted. In the third phase, this preliminary framework was reviewed and validated through an expert panel.
Results:
Data analysis yielded 842 initial codes, which were clustered into 21 subcategories. These subcategories were then grouped into nine main categories, leading to the emergence of four overarching themes: “Effective Opportunities in E-learning,” “The Complementary Role of E-learning,” “Neglect of the Cultural and Social Dimensions of the Curriculum,” and “Shortcomings of E-learning.”
Conclusion:
Electronic clinical education, when employed as a complementary and efficient tool, can enhance the learning process through the use of innovative technologies. Advanced educational technologies, aligned with instructional goals, serve as strategic instruments that strengthen the resilience of educational systems.
E-learning has emerged as a transformative paradigm in medical education, emphasizing educational equity, the elimination of geographical barriers, and lifelong learning. It has become a central focus of higher education policy. The integration of modern educational technologies into clinical education has revealed significant challenges in clinical curriculum design and highlighted the need for faculty members equipped with digital competencies. This study aimed to develop a framework for the transformation of virtual clinical education to enhance the resilience of health education systems.
Methods:
This qualitative study was conducted in three phases. The first phase employed a conventional content analysis approach to explore clinical faculty members' perspectives on electronic clinical education through an inductive method. In the second phase, based on the findings of phase one, a preliminary framework for virtual clinical education transformation was drafted. In the third phase, this preliminary framework was reviewed and validated through an expert panel.
Results:
Data analysis yielded 842 initial codes, which were clustered into 21 subcategories. These subcategories were then grouped into nine main categories, leading to the emergence of four overarching themes: “Effective Opportunities in E-learning,” “The Complementary Role of E-learning,” “Neglect of the Cultural and Social Dimensions of the Curriculum,” and “Shortcomings of E-learning.”
Conclusion:
Electronic clinical education, when employed as a complementary and efficient tool, can enhance the learning process through the use of innovative technologies. Advanced educational technologies, aligned with instructional goals, serve as strategic instruments that strengthen the resilience of educational systems.
Type of Study: Research |
Subject:
Medical Education
Received: 2025/08/19 | Accepted: 2025/10/29 | Published: 2025/12/21
Received: 2025/08/19 | Accepted: 2025/10/29 | Published: 2025/12/21
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