RESUMO
Background and purpose: Studies have shown the advantages of e-CME programs. Developing case-based e-CME activities, which is a popular format of e-CME programs, is difficult and time-consuming. In this article, we have discussed our experience in designing instructional system for creating case-based e-CME contents
Methods: We designed the instructional system in five steps [i.e., system analysis, design, development, delivery, and evaluation] to create e-contents. We held several sessions with subject experts to analyze the system. Then, we determined the contents' framework and created a plan for faculty members' development and incentives. In the development phase, we held workshops for faculty members and trained e-learning advisors who were to help faculties create contents. Incentives were legitimized. Then, we delivered programs to the learners who would fill a program evaluation questionnaire after completing the study of each program
Results: A total of 20 e-CME programs were developed and delivered to the learners and a total of 3644 learner-programs were studied. The cases rated the programs as 4.56 [SD=0.65] on a 1-5 Likert-type scale
Conclusions: Results showed that the learners rated this learning activity highly. However, we faced some challenges in developing the contents. In future, designing a comprehensive instructional system would help overcome these barriers
RESUMO
Background and Purpose: Critical thinking is a high priority outcome of higher education. With the ever-increasing spread of virtual courses, enhancement in the critical thinking in distance learning has become the center of attention for the stakeholders
The present study was conducted to qualitatively examine the experiences of teachers and students in teaching and learning critical thinking in medical education
Methods and Materials: In this qualitative study, 7 E-teachers and 11 postgraduate E-students of medical education were interviewed using a semi-structured method. All interviews were tape-recorded, transcribed and then analyzed through constant comparison based on Strauss and Corbin's method
Results: Three themes were identified in this study; nature of critical thinking, critical thinking within the framework of medical education discipline; and the teaching-learning process of critical thinking in the virtual environment
Conclusion: The participants' experiences indicated that the learning-teaching of critical thinking in virtual education is affected by teaching strategies, the features of course management software, creation of a learner-centered environment and the role of critical thinking as one of the objectives of curriculum and evaluation