This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
Research article
Morteza Karami
Ferdowsi University of Mashhad
Corresponding Author
ORCiD: https://orcid.org/0000-0002-7161-9500
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: Achieving changing needs, advancing knowledge, and innovations in higher education require constant changes of medical school curricula and brings greater clarity to the influence of the core beliefs held by medical educators. The purpose of this study was to describe medical educators’ beliefs about alignment of learning goals, teaching and assessment in the context of curriculum changes.
Method: A qualitative method was used to this goal by selecting faculty participants in a purposeful sampling strategy. For the individual interviews, we invited both professors of basic sciences and clinical professors who had worked with medical students for at least five years.
Result: Findings showed that gaps between theoretical contents and real world settings caused ignorance of the core competencies in learning and assessment processes. It also indicated gaps between what students learn in class and what they need to know and, especially, do in hospitals. Furthermore, the current beliefs of teachers need to be further changed to realize more integrated learning in the future.
Conclusion: A change towards more active teaching methods and a whole-task approach to teaching and assessment is needed in order to help students acquire desired competencies. Thus, a shift from a discipline-based to a competency-based approach to teaching and learning is needed.
Keywords
Medical Educators’ Beliefs, Learning Goals, Teaching Methods and Assessment Methods
Loading...
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
The most recent version of this article is available here.
No community comments so far
Editorial decision: Major revision
On 16 Mar, 2021
Review #1 received
Received 14 Feb, 2021
Review #2 received
Received 11 Feb, 2021
Reviewer #2 agreed
On 24 Jan, 2021
Reviewers invited
Invitations sent on 21 Jan, 2021
Reviewer #1 agreed
On 21 Jan, 2021
Editor assigned
On 16 Jan, 2021
Submission checks complete
On 16 Jan, 2021
Editor invited
On 16 Jan, 2021
Version 1
Posted 01 Sep, 2020
No comments provided
Editorial decision: Major revision
On 03 Dec, 2020
Review #2 received
Received 02 Dec, 2020
Reviewer #2 agreed
On 11 Nov, 2020
Review #1 received
Received 30 Sep, 2020
Reviewer #1 agreed
On 12 Sep, 2020
Reviewers invited
Invitations sent on 07 Sep, 2020
Editor assigned
On 24 Aug, 2020
Submission checks complete
On 23 Aug, 2020
Editor invited
On 23 Aug, 2020
First submitted
On 22 Aug, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
Learn more about our company.
A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research article
Morteza Karami
Ferdowsi University of Mashhad
Corresponding Author
ORCiD: https://orcid.org/0000-0002-7161-9500
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
The most recent version of this article is available here.
No community comments so far
Editorial decision: Major revision
On 16 Mar, 2021
Review #1 received
Received 14 Feb, 2021
Review #2 received
Received 11 Feb, 2021
Reviewer #2 agreed
On 24 Jan, 2021
Reviewers invited
Invitations sent on 21 Jan, 2021
Reviewer #1 agreed
On 21 Jan, 2021
Editor assigned
On 16 Jan, 2021
Submission checks complete
On 16 Jan, 2021
Editor invited
On 16 Jan, 2021
Version 1
Posted 01 Sep, 2020
No comments provided
Editorial decision: Major revision
On 03 Dec, 2020
Review #2 received
Received 02 Dec, 2020
Reviewer #2 agreed
On 11 Nov, 2020
Review #1 received
Received 30 Sep, 2020
Reviewer #1 agreed
On 12 Sep, 2020
Reviewers invited
Invitations sent on 07 Sep, 2020
Editor assigned
On 24 Aug, 2020
Submission checks complete
On 23 Aug, 2020
Editor invited
On 23 Aug, 2020
First submitted
On 22 Aug, 2020
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Educational Philosophy and Theory
License:
This work is licensed under a CC BY 4.0 License. Read Full License
The most recent version of this article is available here.
Background: Achieving changing needs, advancing knowledge, and innovations in higher education require constant changes of medical school curricula and brings greater clarity to the influence of the core beliefs held by medical educators. The purpose of this study was to describe medical educators’ beliefs about alignment of learning goals, teaching and assessment in the context of curriculum changes.
Method: A qualitative method was used to this goal by selecting faculty participants in a purposeful sampling strategy. For the individual interviews, we invited both professors of basic sciences and clinical professors who had worked with medical students for at least five years.
Result: Findings showed that gaps between theoretical contents and real world settings caused ignorance of the core competencies in learning and assessment processes. It also indicated gaps between what students learn in class and what they need to know and, especially, do in hospitals. Furthermore, the current beliefs of teachers need to be further changed to realize more integrated learning in the future.
Conclusion: A change towards more active teaching methods and a whole-task approach to teaching and assessment is needed in order to help students acquire desired competencies. Thus, a shift from a discipline-based to a competency-based approach to teaching and learning is needed.
Loading...