Developing an Effective Training System for Interventional Pulmonology Education through Digital Learning

Abstract

This research aimed to provide a competency paradigm for Pulmonology Education students, serving as the initial stage in implementing outcome-based curricula. The current investigation was executed in three steps. Initially, the perspectives of 100 participants, comprising learners, alumni, teachers, and educational administrators, were examined through the Nominal Group method, surveys, and phone conversations. The collected codes were categorized into subcategories and sections using an inductive content evaluation method. In phase two, the results were transformed into competency elements, sub-domains, and competency categories within working subgroups. The generated elements' intellectual relevance was assessed using qualitative and quantitative methods. Five hundred thirty-five codes, twelve sub-categories, and seven categories were retrieved from stakeholders' perspectives and further refined into sixty-five competency elements, twelve sub-domains, and seven competency domains within group discussions. A competency structure is crucial for creating a thorough and cohesive curriculum. Implementing a competency-based program for Pulmonology Education is feasible by developing a competency structure.