TMU
Owner
Tarbiat Modares University (TMU) is the owner of HEHP.
0.8
Cite Score
Volume 11, Issue 3 (2023)
Health Educ Health Promot 2023, 11(3): 389-398 |
Back to browse issues page
Article Type:
History
Received: 2023/05/10 | Accepted: 2023/08/26 | Published: 2023/10/18
Received: 2023/05/10 | Accepted: 2023/08/26 | Published: 2023/10/18
How to cite this article
Saadati M, Kazemi F, Taheri S, Isfahani P, Afshari M. Virtual Learning Policies in Medical Sciences Universities during COVID-19; a Systematic Review. Health Educ Health Promot 2023; 11 (3) :389-398
URL: http://hehp.modares.ac.ir/article-4-69033-en.html
URL: http://hehp.modares.ac.ir/article-4-69033-en.html
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Rights and permissions
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
1- Department of Health Sciences Management, School of Health Management and Information Sciences, Iran University of Medical Sciences, Tehran, Iran
2- Department of Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
3- Department of Health Management, Faculty of Health Sciences, European University of Lefke, Lefke, Turkey
4- Department of Health Sciences Management, School of Public Health, Zabol University of Medical Sciences, Zabol, Iran
5- Department of Health Sciences Management, School of Nursing and Midwifery, Saveh University of Medical Sciences, Saveh, Iran
2- Department of Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
3- Department of Health Management, Faculty of Health Sciences, European University of Lefke, Lefke, Turkey
4- Department of Health Sciences Management, School of Public Health, Zabol University of Medical Sciences, Zabol, Iran
5- Department of Health Sciences Management, School of Nursing and Midwifery, Saveh University of Medical Sciences, Saveh, Iran
Abstract (1643 Views)
Aims: The educational system is one of the key areas affected by the COVID-19 pandemic. Due to their sensitive nature, medical schools and health-related disciplines have been more significantly impacted by COVID-19. Therefore, aggregation and integration of educational policies applied in medical schools worldwide are essential for evidence-based decision-making by educational policymakers—the present study aimed to identify virtual learning policies in medical schools during COVID-19.
Information & Methods: This systematic review of all published articles on virtual education policies in medical schools during COVID-19 until January 20, 2022, collected from five databases and the Google Scholar search engine. Overall, 38 articles are identified and analyzed using content analysis in MAXQDA 10.
Findings: The results are classified into three domains: Challenges, solutions, and advantages of virtual learning of medical sciences during COVID-19. Thirty-four challenges, 62 solutions, and 27 advantages are identified. Each domain is divided into five categories: learner, teaching-learning process, technical infrastructure, instructor, and evaluation.
Conclusion: Distance education policies need to identify the challenges of this type of education and apply a systemic model of interventions that include virtual clinical workshops, clinical simulation laboratories, flexible online resources, a gradual e-learning process, a system for sharing the virtual materials of instructors, and ways of improving students’ and instructors’ computer skills.
Information & Methods: This systematic review of all published articles on virtual education policies in medical schools during COVID-19 until January 20, 2022, collected from five databases and the Google Scholar search engine. Overall, 38 articles are identified and analyzed using content analysis in MAXQDA 10.
Findings: The results are classified into three domains: Challenges, solutions, and advantages of virtual learning of medical sciences during COVID-19. Thirty-four challenges, 62 solutions, and 27 advantages are identified. Each domain is divided into five categories: learner, teaching-learning process, technical infrastructure, instructor, and evaluation.
Conclusion: Distance education policies need to identify the challenges of this type of education and apply a systemic model of interventions that include virtual clinical workshops, clinical simulation laboratories, flexible online resources, a gradual e-learning process, a system for sharing the virtual materials of instructors, and ways of improving students’ and instructors’ computer skills.
| | Full-Text (HTML) (623 Views)