Document Type : Original Article
Authors
Infectious Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran
Abstract
BACKGROUND: The extent and complexity of knowledge in the field of medicine necessitate
modern education systems. Rational performance in the education system depends on the synergy
of educators through knowledge sharing as the basis of education. The aim of this study was
to investigate the knowledge‑sharing strategies in clinical education and its changes during the
COVID‑19 pandemic.
MATERIALS AND METHODS: The content analysis was conducted in 2019 at Birjand University
of Medical Sciences. Twenty‑seven clinical instructors with enough experience and knowledge in
the field of clinical education were chosen based on purposive theoretical sampling. Data collection
was done by semi‑structured interviews, which continued until data saturation. The interviews were
recorded, transcribed, and read several times to obtain a whole understanding. Next, the meaning
units and initial codes were identified, and then, they were classified into subcategories and categories.
To ensure the trustworthiness of the data, Lincoln and Guba criteria were considered.
RESULTS: The results of the study include five pedagogical knowledge‑sharing strategies:
“peer‑helping, clinical education workplace,” “use of cyberspace,” “student mediation,” “working
teams,” and “scientific communities.” Coronavirus pandemic was identified as the “facilitator” and the
“culturalization factor” of knowledge sharing. In addition, “lack of shared knowledge management,”
“lack of compliance with needs,” and “dispersion of content” were considered as barriers to the
efficiency of pedagogical knowledge sharing during the coronavirus pandemic.
CONCLUSIONS: Sharing knowledge in a clinical education setting could continue by various
strategies. The results can be used in planning for the professional development of professors.
Keywords
medical education: New directions for the evaluation of
effectiveness. InNetwork-based continuing medical education:
Social media and professional development 2014 Apr 1 (pp. 89100). Nova Science Publishers, Inc.
2. Ravanipour M, Bahreini M, Ravanipour M. Exploring nursing
students’ experience of peer learning in clinical practice. J Educ
Health Promot 2015;4:46.
3. ComensoliJ. Development of a PrototypeKnowledge‑Management
System for the Purpose of Improving Teacher Pedagogy; 2014.
4. Dastnaei PH, Moallemi ZS, Najimi A. Quality of training in
oral health educational programs: What do primary healthcare
providers think? J Educ Health Promot 2020;9:60.
5. Gore J, Lloyd A, Smith M, Bowe J, Ellis H, Lubans D. Effects of
professional development on the quality of teaching: Results from
a randomised controlled trial of quality teaching rounds. Teach
Teach Educ 2017;68:99‑113.
6. Stalheim OR. Developing professional knowledge through
innovation in higher education HIGH EDUC, S WBL.
2021;11(1):111-24.
7. Ferreira Peralta C, Francisca Saldanha M. Knowledge-centered
culture and knowledge sharing: the moderator role of trust
propensity. J of Knowl Manage. 2014;18(3):538-50.
8. Czapla A. Knowledge Sharing And Knowledge Transfer In
Business Networks. Economic and Social Development: Book of
Proceedings. 2020 Nov 19:272-81.
9. Devi DV, Deedi MK. Teaching and learning methodology
in medical education: An analysis‑in GSL Medical College,
Rajahmundry, AP. J Evol Med Dent Sci 2015;4:12557‑65.
10. Shaterjalali M, Changiz T, Yamani N. Optimal clinical setting,
tutors, and learning opportunities in medical education: Acontent
analysis. J Educ Health Promot 2018;7:130.
11. Agarwal NK, Marouf LN. Initiating knowledge management in
colleges and universities: A template. Int J Knowl Content Dev
Technol 2014;4:67‑95.
12. Santosh S, Panda S. Sharing of knowledge among faculty in a
mega open university. Open Praxis 2016;8:247‑64.
13. IrbyDM. Excellence in clinical teaching: Knowledge transformation
and development required. Med Educ 2014;48:776‑84.
14. Schiuma G, Vuori V, Okkonen J. Knowledge sharing motivational
factors of using an intraorganizational social media platform. J
Knowl Manage 2012.16(4):592-603.
15. Mann KV. Theoretical perspectives in medical education: Past
experience and future possibilities. Med Educ 2011;45:60‑8.
16. Wong BM, Coffey M, Nousiainen MT, Brydges R,
McDonald‑Blumer H, Atkinson A, et al. Learning through
experience: Influence of formal and informal training on medical
error disclosure skills in residents. J Grad Med Educ 2017;9:66‑72.
17. Saide S, Sheng ML. Knowledge exploration–exploitation and
information technology: crisis management of teaching–learning
scenario in the COVID-19 outbreak. Technol Anal Strateg Manag..
2021 Aug 3;33(8):927-42.
18. Velásquez RM, Lara JV. Knowledge management in two
universities before and during the COVID‑19 effect in Peru.
Technol Soc 2021;64:101479.
19. Speziale HS, Streubert HJ, Carpenter DR. Qualitative research
in nursing: Advancing the humanistic imperative. Lippincott
Williams & Wilkins; 2011.
20. Graneheim UH, Lundman B. Qualitative content analysis in
nursing research: Concepts, procedures and measures to achieve
trustworthiness. Nurse Educ Today 2004;24:105‑12.
21. Vermeulen M, Runhaar P, Konermann J, Sanders K. Teachers’
knowledge sharing: A study on the influence of work engagement,
occupational self-efficacy and Human Resources Management on
knowledge sharing. Pedagogische Studien 2014;91:397-410.
22. Matzat U. Do blended virtual learning communities enhance
teachers’ professional development more than purely virtual
ones? A large scale empirical comparison. Comput Educ
2013;60:40‑51.
23. Ansari JA, Khan NA. Exploring the role of social media in
collaborative learning the new domain of learning. Smart Learn
Environ 2020;7:1‑16.
24. Shaaban SS. WhatsApp activities for enhancing TEFL pedagogical
knowledge and classroom practices: Suggested types and
student‑teachers’ reflection. English Lang Teach 2020;13:102‑12.
25. Yeo MM. Social media and social networking applications for
teaching and learning. Eur J Sci Math Educ 2014;2:53‑62.
26. Balmer DF, Giardino AP, Richards BF. The dance between
attending physicians and senior residents as teachers and
supervisors. Pediatrics 2012;129:910‑5.
27. Cantillon P, De Grave W, Dornan T. Uncovering the ecology of
clinical education: A dramaturgical study of informal learning in
clinical teams. Adv Health Sci Educ Theory Pract 2021;26:417‑35.
28. Pieters JM, Voogt JM. Teacher learning through teacher teams:
What makes learning through teacher teams successful? Educ
Res Eval 2016;22:115‑20.
29. Reynolds R, Ferguson‑Patrick K, McCormack A. Dancing in
the ditches: Reflecting on the capacity of a university/school
partnership to clarify the role of a teacher educator. Eur J Teach
Educ 2013;36:307‑19.
30. Ramazanzade K, Ayati M, Abedi F, Shokohifard H. Elaborating
on the pedagogical knowledge achievement in a clinical training:
A grounded study. J Med Educ Dev 2021;13:23‑35.
31. Fluijt D, Bakker C, Struyf E. Team‑reflection: The missing link in
co‑teaching teams. Eur J Spec Needs Educ 2016;31:187‑201.
32. Lee SS, Dong C, Yeo SP, Gwee MC, Samarasekera DD. Impact of
faculty development programs for positive behavioural changes
among teachers: A case study. Korean J Med Educ 2018;30:11‑22.
33. Rytivaara A, Pulkkinen J, de Bruin CL. Committing, engaging
and negotiating: Teachers’ stories about creating shared spaces
for co‑teaching. Teach Teach Educ 2019;83:225‑35.
34. Peng LW. Practice‑based technology teaching assistantship
program: Preparing teacher educators to support teacher
candidates’ integration of technological, pedagogical, and content
knowledge. Excell Educ J 2020;9:85‑103.
35. Salimi G, Sabbaghian Z, DanaeeFard H, Abolghasemi M.
Conceptualizing knowledge sharing process among faculty
members in academic contexts: A grounded theory. J Manage
Plann Educ Syst 2014;7:9‑38.
)