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مقالات فارسیISIکنفرانسهاژورنالها

Exploring Lived Experiences of Students Studying at Master’s Degree of Online Medical Education Regarding Hidden Curriculum

محل انتشار: مجله گام های توسعه در آموزش پزشکی، دوره: 20، شماره: 1
سال انتشار: 1402
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 64

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لینک ثابت به این مقاله:
https://civilica.com/doc/1850189

شناسه ملی سند علمی:

JR_SDME-20-1_017

تاریخ نمایه سازی: 21 آذر 1402

چکیده مقاله:

Background: The hidden curriculum has a significant role in students’ learning in general and in online learning in particular. However, there are few studies on hidden curriculum of online medical education programs.Objectives: The present study explored master students’ experience of hidden curriculum in an online medical education program.Methods: A phenomenological study was conducted on ۱۲ students of an online medical education master’s degree program at Iran University of Medical Sciences. The results of the semi-structured interviews were analysed by using Colaizzi seven-stage data analysis method.Results: We extracted ۶ categories and ۱۲ subcategories from data analysis, depicting the students' experiences of the hidden curriculum. The categories were interactions and communications factors; motivational factors; reflective and interactive feedback; effective teaching and assessing; educational standards, rules, and discipline; faculty member's roles.Conclusion: The findings reflect the hidden messages and factors that constitute the hidden curriculum in the online environment. Constructive interaction and communication, encouragement and reward, and reflective and interactive feedback were the most important aspects defining the hidden curriculum in this learning environment. Therefore, each of the afore-mentioned categories can be considered by educational planners to develop strategies for promoting online learning.

کلیدواژه ها:

Hidden Curriculum ، Online learning ، Medical ، Education

نویسندگان

Shoaleh Bigdeli

Professor, Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran

Mahboubeh Rastgou Salami

MSc. of Medical Education, Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran

Afsaneh Dehnad

Department of English Language, School of Health Management and Information Sciences, Iran University of Medical Sciences (IUMS), Tehran, Iran

Atefeh Zabihi Zazoly

Assistant Professor, School of Allied Medical Sciences, Mazandaran University of Medical Sciences, Sari, Iran

Zohreh Sohrabi

Associate Professor, Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran

Zahra Nahardani

Assistant Professor, Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.

John Sandars

Professor, Director of Medical Education Innovation and Scholarship, Faculty of Health, Social Care and Medicine, Edge Hill University, Ormskirk, UK.

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