Volume 15, Issue 4 (2024)
Res Med Edu 2024, 15(4): 13-23 |
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Assadisharif F, yari Haj atalou J, Rezaei E, Adib Y, Kamran A. Competencies of Medical Education Instructors In Simulation-based Education: a Descriptive Phenomenological Study. Res Med Edu 2024; 15 (4) :13-23
URL: http://rme.gums.ac.ir/article-1-1336-en.html
URL: http://rme.gums.ac.ir/article-1-1336-en.html
Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran , jahangiryari17@gmail.com
Abstract: (426 Views)
Introduction: Simulation-based training is a method of creating an educational experience without being present in a real environment. Recently, this method has become a priority in medical education, particularly in the context of patient safety. It is important to address the competencies of instructors in simulation-based education alongside the advantages and limitations of this method. Therefore, the aim of this study is to identify the components of competency for medical education instructors in simulation-based training.
Methods:This qualitative study was phenomenology. Semi-structured interviews with 8 Purposive sample of medical education instructors was conducted (from 23 October 2022 to 20 February 2023). Interviews were analyzed using the seven-step Colaizzi method. Then the identified concepts were coded using MAXQDA software.
Results: 115 primary codes, 18 sub-themes and 4 main themes were identified, including: personal competence (self-directed learning and teacher's attitude), professional knowledge competence (professional development and instructional design), professional skill competence (participation, collaborate and purposeful use of simulation) and assessment competence (Assessment and continuous improvement).
Conclusion: Medical education instructors need to be empowered for using simulation-based education. The indicators identified in this research can be used to improving the competences of them.
Methods:This qualitative study was phenomenology. Semi-structured interviews with 8 Purposive sample of medical education instructors was conducted (from 23 October 2022 to 20 February 2023). Interviews were analyzed using the seven-step Colaizzi method. Then the identified concepts were coded using MAXQDA software.
Results: 115 primary codes, 18 sub-themes and 4 main themes were identified, including: personal competence (self-directed learning and teacher's attitude), professional knowledge competence (professional development and instructional design), professional skill competence (participation, collaborate and purposeful use of simulation) and assessment competence (Assessment and continuous improvement).
Conclusion: Medical education instructors need to be empowered for using simulation-based education. The indicators identified in this research can be used to improving the competences of them.
Type of Study: Research |
Subject:
Clinical Education
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