Volume 23, Issue 10 (2-2025)
JRUMS 2025, 23(10): 904-917 |
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Ethics code: IR.IAU.KERMAN.REC.1403.055
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Shahrabadi E, Zeinaddiny Meymand Z, Kamyabi M, Hajipour Abaie N. Development and Application of Lifelong Learning Characteristics and Behaviors in General Medicine Curricula: A Delphi Study. JRUMS 2025; 23 (10) :904-917
URL: http://journal.rums.ac.ir/article-1-7519-en.html
URL: http://journal.rums.ac.ir/article-1-7519-en.html
Kerman Psychology and Educational Sciences, Azad University of Kerman
Abstract: (523 Views)
Background and Objectives: Given the rapid pace of changes in the medical field and the necessity for continuous updating of knowledge and skill, lifelong learning has become an indispensable requirement for physicians. This study aimed to identify the development and application of the components related to lifelong learning characteristics and behaviors in general medical course curricula.
Materials and Methods: The research was a qualitative approach, utilizing the Delphi method for data collection. The participants consisted of 15 individuals from the fields of medical education, curriculum planning, and medical faculty in Isfahan, Rafsanjan, and Kerman Universities in 2024, who were selected by purposive sampling. Data were collected through a questionnaire combining close-ended questions (5-point Likert scale) and open-ended questions using the Delphi method. Descriptive statistics, including frequency, percentage, mean, standard deviation, interquartile range, and agreement ratio of 4 or more, as well as expert consensus were employed in the analysis of 75%.
Results: Following the first round of Delphi analysis, four components were eliminated with an agreement ratio below 75%. Nine components were identified with a consensus ratio of 93% or higher, including self-education spirit, the enjoyment and utility of learning, creating a sustainable intrinsic motivation for learning, applying continuous learning findings in personal life, a research-oriented mindset, critical thinking, learning management, being a good communicator, and a passion for learning, which reached the highest consensus.
Conclusion: The identified key components reveal that lifelong learning in medicine is a multifaceted process, requiring a complex interplay of attitudes, skills, and behaviors. Fostering these components can contribute to the development of more competent and responsive physicians to meet the evolving healthcare needs of the community.
Keywords: Lifelong learning, General medicine, Curriculum, Delphi technique
Funding: This study did not have any funds.
Conflict of interest: None declared.
Ethical considerations: The Ethics Committee of Islamic Azad University, Kerman Branch, approved the study (IR.IAU.KERMAN.REC.1403.055)
Authors’ contributions:
- Conceptualization: Effat Shahrabadi
- Methodology: Effat Shahrabadi
- Data collection: Effat Shahrabadi
- Formal analysis: Effat Shahrabadi
- Supervision: Zahra Zeinaddiny Meymand, Mitra Kamyabi, Najmeh Hajipour Abaie
- Project administration: Zahra Zeinaddiny Meymand
- Writing – original draft: Effat Shahrabadi
- Writing – review & editing: Effat Shahrabadi, Zahra Zeinaddiny Meymand, Mitra Kamyabi, Najmeh Hajipour Abaie
Materials and Methods: The research was a qualitative approach, utilizing the Delphi method for data collection. The participants consisted of 15 individuals from the fields of medical education, curriculum planning, and medical faculty in Isfahan, Rafsanjan, and Kerman Universities in 2024, who were selected by purposive sampling. Data were collected through a questionnaire combining close-ended questions (5-point Likert scale) and open-ended questions using the Delphi method. Descriptive statistics, including frequency, percentage, mean, standard deviation, interquartile range, and agreement ratio of 4 or more, as well as expert consensus were employed in the analysis of 75%.
Results: Following the first round of Delphi analysis, four components were eliminated with an agreement ratio below 75%. Nine components were identified with a consensus ratio of 93% or higher, including self-education spirit, the enjoyment and utility of learning, creating a sustainable intrinsic motivation for learning, applying continuous learning findings in personal life, a research-oriented mindset, critical thinking, learning management, being a good communicator, and a passion for learning, which reached the highest consensus.
Conclusion: The identified key components reveal that lifelong learning in medicine is a multifaceted process, requiring a complex interplay of attitudes, skills, and behaviors. Fostering these components can contribute to the development of more competent and responsive physicians to meet the evolving healthcare needs of the community.
Keywords: Lifelong learning, General medicine, Curriculum, Delphi technique
Funding: This study did not have any funds.
Conflict of interest: None declared.
Ethical considerations: The Ethics Committee of Islamic Azad University, Kerman Branch, approved the study (IR.IAU.KERMAN.REC.1403.055)
Authors’ contributions:
- Conceptualization: Effat Shahrabadi
- Methodology: Effat Shahrabadi
- Data collection: Effat Shahrabadi
- Formal analysis: Effat Shahrabadi
- Supervision: Zahra Zeinaddiny Meymand, Mitra Kamyabi, Najmeh Hajipour Abaie
- Project administration: Zahra Zeinaddiny Meymand
- Writing – original draft: Effat Shahrabadi
- Writing – review & editing: Effat Shahrabadi, Zahra Zeinaddiny Meymand, Mitra Kamyabi, Najmeh Hajipour Abaie
Type of Study: Research |
Subject:
آموزش پزشكي
Received: 2024/09/21 | Accepted: 2025/01/6 | Published: 2025/02/22
Received: 2024/09/21 | Accepted: 2025/01/6 | Published: 2025/02/22
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