A Framework for Virtual Clinical Education Transformation: A Platform for Resilience in Educational Systems

Nahardani  S.Z; Soltani Arabshahi  S.K; Zhianifard A; Rahimian N

doi:10.18502/jmed.v20i3.20639

Nahardani S.Z Assistant Professor, Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
Soltani Arabshahi S.K Professor, Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.
Zhianifard A Ph.D. candidate 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.
Rahimian N Associate Professor of Internal Medicine, Department of internal medicine, School of medicine, Firoozgar General Hospital. Iran University of Medical Sciences, Tehran, Iran.

DOI: https://doi.org/10.18502/jmed.v20i3.20639

Keywords: Virtual Clinical Education, Educational Transformation, Educational System Resilience

Abstract

Introduction: 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.

Method: This qualitative study employed a phenomenological approach. In the first phase, the experiences of 26 clinical faculty members with virtual teaching experience from Tehran medical schools were collected through semi-structured interviews and analyzed using the Colaizzi method. In the second phase, a preliminary framework was developed based on the data. In the third phase, the framework was validated and finalized by a panel of 15 expert specialists.

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.” From these results, the Virtual Clinical Education Transformation Framework was developed through an expert panel process.

Conclusion: In summary, for the effective utilization of e-learning in medical sciences, it is essential to design curricula using a human-centered and context-based approach. This should both address the cultural and educational needs of learners and reduce existing shortcomings by fostering dynamic interaction and implementing comprehensive support systems.