DESIGNING A CURRICULUM MODEL FOR GENERAL MEDICINE WITH A COMBINED METHOD (E-LEARNING AND NON-E-LEARNING) INSPIRED BY THE AKKER MODEL: A QUALITATIVE STUDY

Fekrat Elyas Abad, N and Yari, J and Talebi, B and Piri, M (2020) DESIGNING A CURRICULUM MODEL FOR GENERAL MEDICINE WITH A COMBINED METHOD (E-LEARNING AND NON-E-LEARNING) INSPIRED BY THE AKKER MODEL: A QUALITATIVE STUDY. Nursing and Midwifery Jouranl, 18 (6). pp. 496-509.

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Abstract

In addition to providing health care services, medical universities have an important role in training expert and skilled manpower needed by different sections of society. In order to do so, the general medical education curriculum should be constantly reviewed and improved by eliminating the shortcomings. The aim of this study was to design a curriculum model for teaching general medicine with a combined method (e-learning and non-e-learning) inspired by the Akker model. Materials & Methods: The present study was a mixed-use applied study. Features of combined curriculum elements for general medical education using data analysis from semi-structured interview texts with specialists and experts and systematic review of scientific resources and research at home and abroad and upstream medical education documents and medical education procedures were identified. Purposive sampling was utilized in this study. Based on the findings, the curriculum model was designed to train general medical students with a combined method (e-learning and non-e-learning) inspired by the Akker model. Results: Using inductive content analysis, the data obtained from the text of the upstream documents and medical training methods, the results of home and abroad researches and the transcription of the interview with the participants were analyzed. In the final analysis, the basic concepts were extracted. The main elements of the model, including the logic and purpose of the combined curriculum, goals, content, learning activities, competency and authority of the teacher, grouping, location and space, time and evaluation of the combined curriculum were identified and specified for general medical education. Conclusion: Curriculum planners and decision-makers in the field of education of medical schools are recommended to use the model designed in the development and presentation of medical curricula to improve the knowledge and abilities of general medical students

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