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Volume 15, Issue 45 (2022)
JMED 2022, 15(45): 57-67 |
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Research code: 7748
Ethics code: MAZUMS.REC.1399.7748
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Ganji J, Ahmad Shirvani M, Tayebi T, Motahari-Tabari N. The Viewpoints of Faculty Members and Midwifery Students on the Implementation of a Virtual Clinical Training Protocol for Midwifery Internship in a Gynecology Course during COVID-19 Pandemic: A Descriptive Qualitative Study. JMED 2022; 15 (45) :57-67
URL: http://edujournal.zums.ac.ir/article-1-1570-en.html
URL: http://edujournal.zums.ac.ir/article-1-1570-en.html
Mazandaran University of Medical Sciences
Abstract: (3228 Views)
Background & Objective: It is essential to apply the complementary methods of face-to-face education to prevent clinical education disruption during the COVID-19 pandemic. The present study aimed to explain the viewpoint of faculty members and midwifery students on implementing a virtual clinical training protocol for midwifery interns in a gynecology course during the Covid-19 pandemic.
Materials & Methods: This descriptive qualitative study was performed in Sari Nursing and Midwifery faculty, Sari, Iran, 2020. Purposive sampling continued until data saturation and finished with 16 participants (9 midwifery students and 7 faculty members). A deep semi-structure interview was conducted to collect data. The data analysis was carried out by content analysis with a conventional approach and based on the steps proposed by Graneheim and Lundman.
Results: Four main themes were extracted, including “strengths”, “weaknesses”, “obstacles”, and “facilitators” of the virtual clinical training. These themes consisted of ten sub-themes. Continuous learning, learning development, and facility of education in the crises were strong points of this education method, and its weaknesses were limitations of some educational dimensions and evaluation challenges. The obstacles to virtual clinical trainings were sub-structure problems and educators’ challenges, and the facilitators of this method were strengthening electronic technology, providing prerequisites, and training promotion. scores and the difference between genders was statistically significant.
Conclusion: According to faculty members and midwifery students, although virtual training gynecology clinics could help access a part of educational goals, there are limitations to promoting some dimensions of professionalism. Furthermore, providing infrastructure and prerequisites can improve the efficiency of this method.
Materials & Methods: This descriptive qualitative study was performed in Sari Nursing and Midwifery faculty, Sari, Iran, 2020. Purposive sampling continued until data saturation and finished with 16 participants (9 midwifery students and 7 faculty members). A deep semi-structure interview was conducted to collect data. The data analysis was carried out by content analysis with a conventional approach and based on the steps proposed by Graneheim and Lundman.
Results: Four main themes were extracted, including “strengths”, “weaknesses”, “obstacles”, and “facilitators” of the virtual clinical training. These themes consisted of ten sub-themes. Continuous learning, learning development, and facility of education in the crises were strong points of this education method, and its weaknesses were limitations of some educational dimensions and evaluation challenges. The obstacles to virtual clinical trainings were sub-structure problems and educators’ challenges, and the facilitators of this method were strengthening electronic technology, providing prerequisites, and training promotion. scores and the difference between genders was statistically significant.
Conclusion: According to faculty members and midwifery students, although virtual training gynecology clinics could help access a part of educational goals, there are limitations to promoting some dimensions of professionalism. Furthermore, providing infrastructure and prerequisites can improve the efficiency of this method.
Article Type : Orginal Research |
Received: 2022/04/10 | Accepted: 2022/06/15 | Published: 2022/08/11
Received: 2022/04/10 | Accepted: 2022/06/15 | Published: 2022/08/11
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