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

ABSTRACT:

Background

Clinical teaching-learning is a context-bound phenomenon. One of the problems related to field of medical education research is the lack of sufficient attention to context-appropriate methodologies. The purpose of this qualitative inquiry is to explain and represent teaching-learning in the clinical education of general medicine in Iran using the three types of maps situational, social worlds/arenas, positional, in combination with discourse analysis.

Methods

In this study, the authors used the situational analysis approach as a postmodern version of grounded theory. The data collection was undertaken in three stages. In the first stage, a mini literature review was conducted to highlight a possible gap in applying situational analysis in medical education researc

SUBMITTER: Ahmady S 

PROVIDER: S-EPMC9250741 | biostudies-literature | 2022 Jul

REPOSITORIES: biostudies-literature