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Rezaei E, Zolfaghari M, Hooshmandja M. Competency-based curriculum model in developing a doctoral program in educational technology in medical sciences. Iranian Journal of Medical Education 2022; 22 :120-132
URL: http://ijme.mui.ac.ir/article-1-5423-en.html
URL: http://ijme.mui.ac.ir/article-1-5423-en.html
Department of Educational Technology in Medical Sciences, Virtual University of Medical Sciences, Tehran, Iran. , hoshmand.66@gmail.com
Abstract: (1881 Views)
Introduction: Educational technologies in medical sciences incorporate analysis of instructional problems, development, implementation, evaluation and management of instructional as well as non-instructional resources and processes in order to improve or facilitate learning and performance in medical sciences. This study endeavored to identify and design the competencies of PhD graduates in educational technology in medical sciences to develop a competency-based curriculum.
Methods: This qualitative study was conducted through a focus-group interview and based on the opinions of stakeholders including students, graduates, faculty members of the departments of educational technology, e-learning and medical education; the competencies of the graduates of educational technology in medical sciences in the specialized doctoral program were identified and approved by experts. This study used purposeful sampling, in which 12 participants were selected from the population, in two groups: students and graduates (6 participants) and medical specialists and faculty from the department of educational technology, e-learning, and medical education (6 participants). Participants in the focus group discussed a variety of competencies on the basis of the expected professional role of PhD graduates in educational technology in medical sciences.
Results: The findings were summarized based on the three criteria of necessity, transparency and relevance, and 14 competencies were finalized according to the expected tasks, and finally were classified based on the ADDIE model.
Conclusion: According to the findings, it is imperative to pay close attention to these fourteen competencies and tasks when developing the curriculum for a doctorate course in educational technology. Core, non-core, and required courses are developed according to these competencies.
Methods: This qualitative study was conducted through a focus-group interview and based on the opinions of stakeholders including students, graduates, faculty members of the departments of educational technology, e-learning and medical education; the competencies of the graduates of educational technology in medical sciences in the specialized doctoral program were identified and approved by experts. This study used purposeful sampling, in which 12 participants were selected from the population, in two groups: students and graduates (6 participants) and medical specialists and faculty from the department of educational technology, e-learning, and medical education (6 participants). Participants in the focus group discussed a variety of competencies on the basis of the expected professional role of PhD graduates in educational technology in medical sciences.
Results: The findings were summarized based on the three criteria of necessity, transparency and relevance, and 14 competencies were finalized according to the expected tasks, and finally were classified based on the ADDIE model.
Conclusion: According to the findings, it is imperative to pay close attention to these fourteen competencies and tasks when developing the curriculum for a doctorate course in educational technology. Core, non-core, and required courses are developed according to these competencies.
Keywords: Educational Technology, Educational Technology in Medical Sciences, Competency, Curriculum
Type of Study: other |
Subject:
Educational Technology
Received: 2022/02/13 | Accepted: 2022/03/13 | Published: 2022/04/4 | ePublished: 2022/04/4
Received: 2022/02/13 | Accepted: 2022/03/13 | Published: 2022/04/4 | ePublished: 2022/04/4
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