Designing a virtual learning framework in medical education: lessons learned from the COVID-19 pandemic.

backgroundThe COVID-19 pandemic significantly impacted all aspects of human life, including education. Medical universities faced various challenges, including the need for virtual education and changes in educational systems, and were forced to adapt their teaching methods. The goal of this study is to explore the lessons learned from the COVID-19 pandemic in educating medical students and to design a virtual education framework at Tehran University of Medical Sciences.

methodsThis is a sequential exploratory mixed-method study, consisting of qualitative and quantitative phases. In the qualitative phase, in-depth semi-structured interviews were conducted with 25 faculty members from Tehran University of Medical Sciences. In the so-called "quantitative" phase, a literature review and expert panel were employed; these methods are not inherently quantitative (i.e., they do not involve statistical analysis of numerical data). It is recommended to replace the term "quantitative" with a more accurate descriptor, such as "literature synthesis and expert consensus," or describe this phase differently. The findings from both phases were subsequently used to design the virtual education framework.

resultsThe study revealed that using modern technologies for virtual education in medical universities is crucial and requires strengthening infrastructure. Furthermore, clinical education in a virtual format presents significant challenges and the need for developing blended learning methods. Ultimately, the virtual education framework at Tehran University of Medical Sciences was designed and developed. The virtual education system formulated here focuses on three pillars: infrastructure development, faculty empowerment, and establishing blended learning practices. A short description of the pillars here provides readers with a clearer sense of the framework's structure and priorities.

conclusionThe COVID-19 pandemic provided an opportunity to assess and improve virtual education at medical universities. Given the successes achieved, it is essential to develop the infrastructure for virtual education and establish clear standards for it so that blended and electronic education can be implemented more effectively alongside in-person education in the future. To address the challenges in clinical education highlighted by the study, implementing blended learning approaches emerges as a key strategy for improving virtual and in-person medical education.