Development Strategies in Medical Education

Background and Objective:
Learning is becoming increasingly important as a solution to increase access and flexibility in higher education. This study aims to identify the factors affecting the policy-making of e-learning development in universities, and presents a conceptual model with a data-driven approach to provide a better understanding of stakeholders.
Methods and Materials:
This qualitative study was conducted in 2012, using the Strauss and Corbin approach. The study population consisted of 15 academic professors and experts with e-learning experience. The selection of participants was initially purposive, and then completed using the snowball method. The aim was to identify the key factors of policymaking and its consequences, such as improving the effectiveness and sustainability of education.
Findings:
Policymaking for e-learning has been identified as a central phenomenon. Causal conditions include the benefits of e-learning, organizational factors, collaboration, content, paradigm shift requirements, and barriers. Contextual conditions included university management, post-COVID challenges, education promotion, financial resources, organizational culture, and human resource development. Mediating conditions included planning, up-to-date education, university participation, and effective criticism. These strategies included policy management, culture building, innovation, professional development, quality improvement, interorganizational relations, and financial management.
Conclusion:
The development of e-learning in universities is a bureaucratic process that requires the attention of stakeholders and infrastructure, which is comprehensive and tailored to the conditions of universities. Its implementation can facilitate the development of e-learning and provide its benefits.