TY -的A2 - Aga, Syed Sameer盟——Ahmady Soleiman盟——造成损失,哈米德PY - 2022 DA - 2022/01/28 TI -框架的发展有效的教学在临床教育:综合集成方法SP - 4751931六世- 2022 AB -每一个课程的教学为中心是一组动作进行创建和促进学生的学习。近年来,定性研究有效教学的临床教育本科医学教育增加了。随着研究的数量增长,有必要总。因此,本研究的目的是综合有效教学的因素,通过综合集成在临床教育。在这项研究中,用于合成的综合集成方法是定性的证据与临床教育有效教学的因素。从1990年到2021年,电子数据库和出版物和期刊搜索识别研究有效教学因素在临床教育。基于数据库的组合和搜索策略(奥维德,PubMed、Web的科学,斯高帕斯,埃里克,Magiran,和SID), 33799和56研究确认从其他来源。审查文章的全文后,53选择研究。45后选择和包含在综合集成过程研究批判性评价使用关键评价技能项目。定性的证据被开发作为一种有效的合成教学框架,在临床教育。 Based on this comprehensive framework, effective teaching-learning in clinical education can be seen through behavioral or content (learner, teacher, and patient and their behaviors), social (collaborative learning community), pedagogical (instructional design and teaching-learning opportunities), contextual (positive and supportive clinical environment), and educational leadership (classroom management and structure) lenses. The current research is the first qualitative meta-synthesis to provide a thorough and comprehensive review of effective teaching-learning factors in clinical education. The results of this meta-synthesis provide a holistic view of clinical education and can help with clinical teaching-learning design. SN - 2090-4002 UR - https://doi.org/10.1155/2022/4751931 DO - 10.1155/2022/4751931 JF - Education Research International PB - Hindawi KW - ER -