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Development of a checklist to validate the framework of a narrative medicine program based on Gagne’s instructional design model in Iran through consensus of a multidisciplinary expert panel  
Saeideh Daryazadeh, Nikoo Yamani, Payman Adibi
J Educ Eval Health Prof. 2019;16:34.   Published online October 31, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.34
  • 8,782 View
  • 169 Download
  • 1 Web of Science
  • 2 Crossref
AbstractAbstract PDFSupplementary Material
Purpose
Narrative medicine is a patient-centered approach focusing on the development of narrative skills and self-awareness that incorporates “attending, representing, and affiliating” in clinical encounters. Acquiring narrative competency promotes clinical performance, and narratives can be used for teaching professionalism, empathy, multicultural education, and professional development. This study was conducted to develop a checklist to validate the framework of a narrative medicine program through consensus of a panel.
Methods
This expert panel study was conducted from 2018 to 2019 at Isfahan University of Medical Sciences, Iran. It included 2 phases: developing a framework in 2 steps and forming an expert panel to validate the framework in 3 rounds. We adapted a 3-stage narrative medicine model with 9 training activities from Gagne’s theory, developed a framework, and then produced a checklist to validate the framework in a multidisciplinary expert panel that consisted of 7 experts. The RAND/UCLA appropriateness method was used to assess the experts’ agreement. The first-round opinions were received by email. Consensus was achieved in the second and third rounds through face-to-face meetings to facilitate interactions and discussion among the experts.
Results
Sixteen valid indicators were approved and 100% agreement was obtained among experts (with median values in the range of 7–9 out of a maximum of 9, with no disagreement), and the framework was validated by the expert panel.
Conclusion
The 16 checklist indicators can be used to evaluate narrative medicine programs as a simple and practical guide to improve teaching effectiveness and promote life-long learning.

Citations

Citations to this article as recorded by  
  • Challenges of Implementing the First Narrative Medicine Course for Teaching Professionalism in Iran: A Qualitative Content Analysis
    Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani
    Educational Research in Medical Sciences.2022;[Epub]     CrossRef
  • Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran
    Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani, Roya Mollabashi
    Journal of Educational Evaluation for Health Professions.2020; 17: 3.     CrossRef
Does the acceptance of hybrid learning affect learning approaches in France?  
Lionel Di Marco, Alain Venot, Pierre Gillois
J Educ Eval Health Prof. 2017;14:24.   Published online October 20, 2017
DOI: https://doi.org/10.3352/jeehp.2017.14.24
  • 31,025 View
  • 239 Download
  • 14 Web of Science
  • 6 Crossref
AbstractAbstract PDF
Purpose
Acceptance of a learning technology affects students’ intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students’ way of learning.
Methods
We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions).
Results
Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (rs= 0.42, P= 0.03).
Conclusion
Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students’ time utilization, which explains their neutral intention to use the system.

Citations

Citations to this article as recorded by  
  • Addressing Individual Perception: Extending the Technology Acceptance Model to the Interim Payment Method in Construction Projects
    Lei Zhu, Hui Xiong, Yan Ning, Miaomiao Lv
    Sustainability.2023; 15(9): 7120.     CrossRef
  • Online learning and teaching approaches used in midwifery programs: A scoping review
    Terri Downer, Michelle Gray, Tanya Capper
    Nurse Education Today.2021; 103: 104980.     CrossRef
  • Investigating the Flipped Classroom Model in a High School Writing Course: Action Research to Impact Student Writing Achievement and Engagement
    Elizabeth Ann Florence, Tammi Kolski
    TechTrends.2021; 65(6): 1042.     CrossRef
  • User-centered evaluation of Discord in midwifery education during the COVID-19 pandemic: Analysis of the adaptation of the tool to student needs
    Lionel Di Marco
    European Journal of Midwifery.2021; 5(November): 1.     CrossRef
  • Utilization of Nursing Defect Management Evaluation and Deep Learning in Nursing Process Reengineering Optimization
    Yue Liu, Huaping Liu, Osamah Ibrahim Khalaf
    Computational and Mathematical Methods in Medicine.2021; 2021: 1.     CrossRef
  • Utilisation d’outils numériques dans le cadre d’un dispositif hybride pour l’apprentissage par problème de la physiologie en deuxième année des études médicales. Étude de faisabilité du recours au laboratoire numérique de physiologie « e-ϕsioLab ».
    Fares Gouzi, François Bughin, Lucie Barateau, Agathe Hubert, Savine Volland, Dalila Laoudj-Chenivesse, Emilie Passerieux, Régis Lopez, Antonia Perez-Martin, Iris Schuster-Beck, Stephan Matecki, Michel Dauzat, Yves Dauvilliers, Maurice Hayot, Jacques Merci
    Pédagogie Médicale.2018; 19(2): 77.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions