What question did this study set out to answer?

This study aims to explore the experiences of Iranian medical educators in applying Best Evidence Medical Education (BEME) in their teaching practices.

December 1, 2019Journal of Education and Health PromotionOpen Access

Exploring experience of Iranian medical sciences educators about Best Evidence Medical Education: A content analysis

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Authors

SESeyed Amir Hossein EmamiImam Khomeini Hospital HKHamid Reza KhankehKarolinska Institutet MMMaryam Karbasi MotlaghSina Hospital

Discussion

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Implication

Qualitative content analysis explores educators' insights on applying BEME in medical education, indicating challenges and knowledge gaps.

Key Points

This study aims to explore the experiences of Iranian medical educators in applying Best Evidence Medical Education (BEME) in their teaching practices.
Qualitative content analysis conducted with 25 educators involved in medical education via purposeful sampling.
Data collected through semi-structured interviews lasting around 45 minutes, followed by transcription and analysis using a coding paradigm.
Probing questions used to clarify responses and enhance data richness.
Three main categories emerged: applying levels of evidence, substituting evidence-based medicine for BEME, and variations in understanding BEME.
Subcategories highlighted include usage of personal experience, textbooks, filtered papers, and identified barriers like lack of knowledge, time, and motivation.
Variations in terminology and understanding highlighted inconsistencies in applying BEME effectively.

Cite This Study

Emami et al. (2019) studied this question.

synapsesocial.com/papers/6a1fedf93f3a87967f2e585d https://doi.org/10.4103/jehp.jehp_428_19

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December 1, 2019Journal of Education and Health PromotionOpen Access

Exploring experience of Iranian medical sciences educators about Best Evidence Medical Education: A content analysis

View Full Paper

Ask AI

Bookmark

Authors

SESeyed Amir Hossein EmamiImam Khomeini Hospital HKHamid Reza KhankehKarolinska Institutet MMMaryam Karbasi MotlaghSina Hospital

Discussion

Member takes

Implication

Qualitative content analysis explores educators' insights on applying BEME in medical education, indicating challenges and knowledge gaps.

Key Points

This study aims to explore the experiences of Iranian medical educators in applying Best Evidence Medical Education (BEME) in their teaching practices.
Qualitative content analysis conducted with 25 educators involved in medical education via purposeful sampling.
Data collected through semi-structured interviews lasting around 45 minutes, followed by transcription and analysis using a coding paradigm.
Probing questions used to clarify responses and enhance data richness.
Three main categories emerged: applying levels of evidence, substituting evidence-based medicine for BEME, and variations in understanding BEME.
Subcategories highlighted include usage of personal experience, textbooks, filtered papers, and identified barriers like lack of knowledge, time, and motivation.
Variations in terminology and understanding highlighted inconsistencies in applying BEME effectively.

Cite This Study

Emami et al. (2019) studied this question.

synapsesocial.com/papers/6a1fedf93f3a87967f2e585d https://doi.org/10.4103/jehp.jehp_428_19

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