The Development of the Framework of Effective Teaching-Learning in Clinical Education: A Meta-Synthesis Approach

Abstract

Teaching as the center of every curriculum is a set of actions undertaken to create and facilitate student learning. In recent years, the number of qualitative studies of effective teaching in clinical education of undergraduate medical education has increased. As the number of research studies grows, it is necessary to aggregate them. Therefore, the purpose of this study was to synthesize effective teaching-learning factors through the meta-synthesis in clinical education. In this study, the meta-synthesis approach was used to synthesize qualitative evidence in relation to effective teaching-learning factors in clinical education. From 1990 to 2021, electronic databases and journals were searched to identify studies and publications on effective teaching-learning factors in clinical education. Based on the combination and search strategies in the databases (OVID, PubMed, Web of Science, SCOPUS, Eric, Magiran, and SID), 33,799 and 56 studies were identified from other sources. Following reviewing the full text of the articles, 53 studies were selected. Forty-five studies were selected and included in the meta-synthesis process after critical appraisal using the Critical Appraisal Skills Program. The synthesis of qualitative evidence was developed as an effective teaching-learning framework in clinical education. Based on this comprehensive framework, effective teaching-learning in clinical education can be seen through behavioral or content (learner, teacher, and patient and their behaviors), social (collaborative learning community), pedagogical (instructional design and teaching-learning opportunities), contextual (positive and supportive clinical environment), and educational leadership (classroom management and structure) lenses. The current research is the first qualitative meta-synthesis to provide a thorough and comprehensive review of effective teaching-learning factors in clinical education. The results of this meta-synthesis provide a holistic view of clinical education and can help with clinical teaching-learning design.

Integration of primary care education into undergraduate nursing programs: a scoping review protocol

“…This review aims to identify research on the integration of PC education into undergraduate nursing curricula. Education program attributes of interest will align with the Framework of Effective Teaching–Learning in Clinical Education 28 . Articles that report attributes of education related to PC within any of the 5 framework dimensions (ie, behavioral, social, pedagogical, contextual, educational leadership) will be eligible for inclusion.…”

“…Education program attributes of interest will align with the Framework of Effective Teaching-Learning in Clinical Education. 28 Articles that report attributes of education related to PC within any of the 5 framework dimensions (ie, behavioral, social, pedagogical, contextual, educational leadership) will be eligible for inclusion. Examples of relevant details are learning objectives, length, and/or setting of teachinglearning activities; attributes of faculty or preceptors/ mentors facilitating teaching-learning experiences; and environmental or organizational factors that influenced the implementation and/or delivery of teaching-learning.…”

“…The Framework of Effective Teaching–Learning in Clinical Education will provide an organizing framework and ensure that all attributes of PC education integrated into undergraduate nursing programs are considered in this review. The framework was designed to explain the attributes of effective teaching–learning in medical education; however, it was informed by a synthesis of evidence from various health disciplines, including nursing 28 . Based on our scan of the literature, this framework best describes evidence-informed attributes that comprise teaching–learning within health care professional education.…”

“…The framework was designed to explain the attributes of effective teachinglearning in medical education; however, it was informed by a synthesis of evidence from various health disciplines, including nursing. 28 Based on our scan of the literature, this framework best describes evidenceinformed attributes that comprise teaching-learning within health care professional education. It can therefore effectively guide screening, inclusion/exclusion criteria, data extraction, analysis, and reporting.…”

The situational analysis of teaching-learning in clinical education in Iran: a postmodern grounded theory study

“…Teaching-Learning in the clinical environment is the heart of medical education and various factors affect it [ 3 – 6 ]. Medical students acquire clinical knowledge, skills, and attitudes in clinical settings and think, feel, and act as a physician [ 3 , 7 ].…”