University Instructors' Views on Distance Medical Education Activities

Abstract

The fact that most of the classes are based on cases and learners are normally in the field rather than in classrooms in medical education stands out as the biggest problem faced in conducting medical education through distance education. The study collected data by asking open-ended questions, which were formed by taking domain experts' opinions, to 27 instructors working in various universities in Turkey. The collected data were subjected to qualitative data analysis in an attempt to determine the strengths and weaknesses of distance medical education activities, the positive and negative effects of distance education on learners, and the difficulties faced by instructors. The analysis results show that the instructors experience difficulties in terms of practical training, communication, feedback, and classroom management in distance medical education. On the other hand, the instructors highlight that such features of distance education as accessibility and individual learning have a positive contribution to medical education.