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Maryam Ziaei 
, Marjan Kazeminia , Shahram Shafa , Samaneh Abiri , Tayyebeh Zarei , Reza Akhavan , Bibi Bibi Mona Razavi , Mansour Deilami
, Marjan Kazeminia , Shahram Shafa , Samaneh Abiri , Tayyebeh Zarei , Reza Akhavan , Bibi Bibi Mona Razavi , Mansour Deilami
Abstract: (21 Views)
Introduction: The field of medical education is faced with a large volume of qualitative research that explores the experiences, beliefs, and challenges of stakeholders (students, faculty, patients, and administrators). However, the dispersion of these findings makes it difficult to provide a comprehensive and holistic understanding. Qualitative meta-analysis, as a powerful research method, allows for the extraction of deep concepts and theory development by systematically synthesizing these scattered studies.
Methodology: This study was conducted using a narrative interpretive critical review approach.
Results: The qualitative meta-analysis method with 6 implementation patterns and 5 meta-ethnographic approaches, thematic synthesis, realistic synthesis, meta-synthesis and framework synthesis, is used in the fields of understanding, providing a rich and deep evidence base for educational policy and planning, identifying knowledge gaps, developing existing theories, empowering educators and professors, creating a comprehensive and empathetic understanding, developing and revising curricula, optimizing assessment systems, and strengthening professional skills training in the field of medical education.
Conclusion: By integrating existing knowledge, qualitative meta-analysis can play an effective role in developing evidence-based curricula, designing meaningful assessment systems, strengthening professional skills training, and improving the overall quality of medical education.
Methodology: This study was conducted using a narrative interpretive critical review approach.
Results: The qualitative meta-analysis method with 6 implementation patterns and 5 meta-ethnographic approaches, thematic synthesis, realistic synthesis, meta-synthesis and framework synthesis, is used in the fields of understanding, providing a rich and deep evidence base for educational policy and planning, identifying knowledge gaps, developing existing theories, empowering educators and professors, creating a comprehensive and empathetic understanding, developing and revising curricula, optimizing assessment systems, and strengthening professional skills training in the field of medical education.
Conclusion: By integrating existing knowledge, qualitative meta-analysis can play an effective role in developing evidence-based curricula, designing meaningful assessment systems, strengthening professional skills training, and improving the overall quality of medical education.
Keywords: qualitative meta-analysis, medical education, qualitative research synthesis, curriculum development, evidence-based research
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