Preferences of the medical faculty members for electronic faculty development programs (e-FDP): a qualitative study

References

• Lo W-L, Lin Y-G, Pan Y-J, Wu Y-J, Hsieh M-C. Faculty development program for general medicine in Taiwan: past, present, and future. Tzu Chi Med J. 2014;26(2):64–67. doi:10.1016/j.tcmj.2014.05.002
   Google Scholar
• Rowbotham MA. The Impact of Faculty Development on Teacher Self-Efficacy, Skills and Perspectives. Policy Research: IERC FFR 2015-1. Illinois, United States: Illinois Education Research Council; 2015.
   Google Scholar
• Trukhacheva N, Pupyrev N. Blended-learning strategy in the Altay State medical university. Stud Health Technol Inform. 2012;174:72–75.
   Google Scholar
• Abrusch J, Marienhagen J, Böckers A, Gerhardt-Szép S. Quality management of eLearning for medical education: current situation and outlook. GMS Z Med Ausbild. 2015;32(2):1–6.
   Google Scholar
• Houri D, Watanabe T, Hayashi K, Kurozawa Y. Evaluation of an e-learning distance education system in the graduate school of medical sciences of tottori university. Yonago Acta Med. 2012;55(4):69–73.
   Web of Science ®Google Scholar
• Mazzoleni MC, Maugeri C, Rognoni C, Cantoni A, Imbriani M. Is it worth investing in online continuous education for healthcare staff? Stud Health Technol Inform. 2012;180:939–943.
   Google Scholar
• Azizi SM, Farajollahi MF, Seraji F, Sarmadi MR. Synthesis research on the effectiveness of e-learning in medical sciences education and its design and implementation requirements. Iran J Med Educ. 2017;17:270–287.
   Google Scholar
• Suprabha B, Shenoy R, Rao A, Rao A, Naik D. Readiness and utilization of computer-assisted learning among dental students and faculty. Dent Hypotheses. 2017;8(4):87–93. doi:10.4103/denthyp.denthyp_18_17
   Google Scholar
• Mohanna K. The use of elearning in medical education. Postgrad Med J. 2007;83(978):211. doi:10.1136/pgmj.2007.058610
   Web of Science ®Google Scholar
• Reid HJ, Thomson C, McGlade KJ. Content and discontent: a qualitative exploration of obstacles to elearning engagement in medical students. BMC Med Educ. 2016;16:188. doi:10.1186/s12909-016-0710-5
   PubMed Web of Science ®Google Scholar
• Lancaster JW, Stein SM, MacLean LG, Van Amburgh J, Persky AM. Faculty development program models to advance teaching and learning within health science programs. Am J Pharm Educ. 2014;78(5):99. doi:10.5688/ajpe78599
   Web of Science ®Google Scholar
• Ranjbarzadesh FS, Biglu MH, Hassanzadeh S, Safaei N, Saleh P. E-readiness assessment at tabriz university of medical sciences. Res Dev Med Educ. 2013;2(1):3.
   Google Scholar
• Sadik A. The readiness of faculty members to develop and implement e-learning: the case of an Egyptian university. Int J E-Learn. 2007;6(3):433–453.
   Google Scholar
• Eslaminejad T, Masood M, Ngah NA. Assessment of instructors’ readiness for implementing e-learning in continuing medical education in Iran. Med Teach. 2010;32(10):e407–e412. doi:10.3109/0142159X.2010.496006
   PubMed Web of Science ®Google Scholar
• Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277–1288. doi:10.1177/1049732305276687
   PubMed Web of Science ®Google Scholar
• Elo S, Kyngäs H. The qualitative content analysis process. J Adv Nurs. 2008;62(1):107–115. doi:10.1111/j.1365-2648.2007.04569.x
   PubMed Web of Science ®Google Scholar
• Lincoln YS. Emerging criteria for quality in qualitative and interpretive research. Qual Inq. 1995;1(3):275–289. doi:10.1177/107780049500100301
   Google Scholar
• IGI Global. What is technology infrastructure? 2019. Available from: https://www.igi-global.com/dictionary/technology-infrastructure/29523. Accessed January 23, 2019.
   Google Scholar
• Dobre I. Learning management systems for higher education - an overview of available options for higher education organizations. Procedia Soc Behav Sci. 2015;180:313–320. doi:10.1016/j.sbspro.2015.02.122
   Google Scholar
• Daniel nations what is social media?; 2019. Available from: https://www.lifewire.com/what-is-social-media-explaining-the-big-trend-3486616. Accessed February 3, 2019.
   Google Scholar
• Dollarhide M Social media definition; 2019. Available from: https://www.investopedia.com/terms/s/social-media.asp. Accessed February 3, 2019.
   Google Scholar
• Frank JR The CanMEDS 2005 physician competency framework; 2005. Available from: http://rcpscmedicalorg/canmeds/CanMEDS2005/CanMEDS2005_epdf. Accessed May 5,2019.
   Google Scholar
• Gaiser RR. The adult learner: is it necessary to understand for teaching in anesthesiology. Int Anesthesiol Clin. 2010;48(3):1–12. doi:10.1097/AIA.0b013e3181e6e7f3
   Google Scholar
• Maggio LA, Cate OT, Irby DM, O’Brien BC. Designing evidence-based medicine training to optimize the transfer of skills from the classroom to clinical practice: applying the four component instructional design model. Aced Med. 2015;90(11):1457–1461. doi:10.1097/ACM.0000000000000769
   Web of Science ®Google Scholar
• Khalil MK, Elkhider IA. Applying learning theories and instructional design models for effective instruction. Adv Physiol Educ. 2016;40(2):147–156. doi:10.1152/advan.00138.2015
   PubMed Web of Science ®Google Scholar
• Balcioglu H, Bilge U, Unluoglu I. A historical perspective of medical education. J Educ Sci. 2015,1(2):111–114.
   Google Scholar
• Lojda J. Social networks as the support of the e-learning. Paper presented at: IADIS International Conference e-Learning; July 23–26; 2013; Prague, Czech Republic.
   Google Scholar
• Briz-Ponce L, Juanes-Méndez JA, García-Peñalvo FJ, Pereira A. Effects of mobile learning in medical education: a counterfactual evaluation. J Med Syst. 2016;40(6):136. doi:10.1007/s10916-016-0487-4
   PubMed Web of Science ®Google Scholar
• Isaacs AN, Nisly S, Walton A. Student-generated e-learning for clinical education. Clin Teach. 2017;14(2):129–133. doi:10.1111/tct.12526
   Web of Science ®Google Scholar
• Gopalan V, Abdul Nasir JAAB, Zulkifli A A Review of the Motivation Theories in Learning. Paper presented at: AIP Conference Proceedings 1891, 020043; 2017. doi:10.1063/1.50053762017; Kedah, Malaysia.
   Google Scholar
• McLean M, Cilliers F, Van Wyk JM. Faculty development: yesterday, today and tomorrow. Med Teach. 2008;30(6):555–584. doi:10.1080/01421590802109834
   PubMed Web of Science ®Google Scholar
• Breuer G, Lutcke B, St Pierre M, Huttl S. Learning how to learn for specialist further education. Anaesthesist. 2017;66(2):137–150. doi:10.1007/s00101-017-0278-4
   Web of Science ®Google Scholar
• O’Byrne WI, Pytash KE. Hybrid and Blended Learning. J Adolesc Adult Literacy. 2015;59(2):137–140. doi:10.1002/jaal.463
   Web of Science ®Google Scholar
• Mahmodi M, Jalali Moghadam M. Requirements of using the blended educational system from the viewpoints of the faculty members. Interdiscip J Virtual Learn Med Sci. 2017;8(3):e10331. doi:10.5812/ijvlms
   Google Scholar
• Wu J-H, Tennyson RD, Hsia T-L. A study of student satisfaction in a blended e-learning system environment. Comput Educ. 2010;55(1):155–164. doi:10.1016/j.compedu.2009.12.012
   Web of Science ®Google Scholar
• Anders N, DC D, MP D. A time‐based blended learning model. Horizon. 2011;19(3):207–216. doi:10.1108/10748121111163913
   Google Scholar
• Zhao Y, Breslow L. Literature review on hybrid/blended learning. Teach Learn Lab. 2013;1(1):1–22.
   Google Scholar
• Tolks D, Schafer C, Raupach T, et al. An Introduction to the inverted/flipped classroom model in education and advanced training in medicine and in the healthcare professions. GMS J Med Educ. 2016;33(3):Doc46.
   Google Scholar
• Tune JD, Sturek M, Basile DP. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Adv Physiol Educ. 2013;37(4):316–320. doi:10.1152/advan.00091.2013
   PubMed Web of Science ®Google Scholar
• Bishop JL, Verleger MA The flipped classroom: a survey of the research. Paper presented at: ASEE national conference proceedings; 2013; Atlanta, GA.
   Google Scholar
• O’Flaherty J, Phillips C. The use of flipped classrooms in higher education: a scoping review. Iinternet Higher Educ. 2015;25:85–95. doi:10.1016/j.iheduc.2015.02.002
   Web of Science ®Google Scholar
• Bailey J, Martin N, Schneider C, et al. Blended learning implementation guide 2.0. Dig Shift. 2013;1(1): 15–78.
   Google Scholar
• Zhang D. Interactive multimedia-based e-learning: a study of effectiveness. Am J Distance Educ. 2005;19(3):149–162. doi:10.1207/s15389286ajde1903_3
   Google Scholar
• Wilson G, Stacey E. Online interaction impacts on learning: teaching the teachers to teach online. Aust J Educ Technol. 2004;20(1). doi:10.14742/ajet.1366
   Google Scholar
• Rogers J. Communities of practice: a framework for fostering coherence in virtual learning communities. Educ Technol Soc. 2000;3(3):384–392.
   Google Scholar
• Gunawardena CN, Hermans MB, Sanchez D, Richmond C, Bohley M, Tuttle R. A theoretical framework for building online communities of practice with social networking tools. EMI Educ Media Int. 2009;46(1):3–16. doi:10.1080/09523980802588626
   Google Scholar
• Wenger E, McDermott RA, Snyder W. Cultivating Communities of Practice: A Guide to Managing Knowledge. Massachusetts, United states: Harvard Business Press; 2002.
   Google Scholar
• Commlab India. Microlearning; a beginner’s guide topowerful corporate training. Telangana, India: Commlab India, Rapid eLearning Solutions. 2017:6–10.
   Google Scholar
• Fitzpatrick JL, Sanders JR, Worthen BR. Program Evaluation: Alternative Approaches and Practical Guidelines. London, United Kingdom: Pearson; 2011.
   Google Scholar
• Ruggeri K, Farrington C, Brayne C. A global model for effective use and evaluation of e-learning in health. Telemed J E-Health. 2013;19(4):312–321. doi:10.1089/tmj.2012.0175
   PubMed Web of Science ®Google Scholar
• Back DA, Haberstroh N, Hoff E, et al. Implementation of the e-learning project NESTOR. A network for students in traumatology and orthopedics. Chirurg. 2012;83(1):45–53. doi:10.1007/s00104-011-2102-z
   Web of Science ®Google Scholar
• Curtis K, Wiseman T, Kennedy B, Kourouche S, Goldsmith H. Implementation and evaluation of a ward-based elearning program for Trauma patient management. J Trauma Nurs. 2016;23(1):28–35. doi:10.1097/JTN.0000000000000177
   Web of Science ®Google Scholar
• Messaoudi T, Bodin F, Hidalgo Diaz JJ, et al. Evaluation of a new eLearning platform for distance teaching of microsurgery. Chir Main. 2015;34(3):109–112. doi:10.1016/j.main.2015.02.002
   PubMedGoogle Scholar
• Webb AL, Choi S. Interactive radiological anatomy eLearning solution for first year medical students: development, integration, and impact on learning. Anat Sci Educ. 2014;7(5):350–360. doi:10.1002/ase.1428
   Web of Science ®Google Scholar