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J Med Edu

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From Lesson Plan to On-the-Spot Scaffolding

Author(s):
Masoumeh Sadat AbtahiMasoumeh Sadat AbtahiMasoumeh Sadat Abtahi ORCID1, Mahdi AghabagheriMahdi AghabagheriMahdi Aghabagheri ORCID2,*
1Department of Curriculum Planning, Islamic Education School, Science and Research Branch, Islamic Azad University, Tehran, Iran
2Department of Artificial Intelligence, Medicine School, Shahid Sadoughi University of Medical Sciences, Yazd, Iran


Journal of Medical Education for Future Demands:Vol. 23, issue 1; e150553
Published online:Aug 27, 2024
Article type:Letter
Received:Jul 02, 2024
Accepted:Aug 05, 2024
How to Cite:Masoumeh Sadat AbtahiMahdi AghabagheriFrom Lesson Plan to On-the-Spot Scaffolding.J Med Edu.23(1):e150553.https://doi.org/10.5812/jme-150553.

Dear Editor,

Regarding paradigm shifts in the education domain, and particularly in medical and health professions education, the focus of the teaching-learning-assessment triangle has increasingly shifted towards personalized curricula (1). This shift requires moving from teacher dominance to learner autonomy. Personalizing the learning process is crucial for fostering learner autonomy. Learning is an experiential process, and the role of the learner is vital; an active learner today can become a genuine facilitator tomorrow. If a learner is passive today, they may become an obstacle rather than a facilitator in the future. Learning is a cooperative effort, not a competition; all learners are players on a football team, with the instructor serving as a coach who can also participate, and the goal is to win together (2).

In the Iranian education system, the lesson plan is commonly used as a behavioral tool to predict the flow of teaching, learning, and assessment. However, this approach may not align with personalizing the teaching-learning-assessment triangle, as each learner's needs and trends are unique. Personal trend analysis and the use of e-portfolios, for example, may be more meaningful approaches (3).

The challenge is even more significant for higher education learners, specifically Ph.D. candidates. These learners, being mature enough to chart their own course, prefer to navigate their path according to their own pace and interests, embodying the true essence of autonomous learning (4).

This letter aims to highlight the challenge of on-the-spot scaffolding compared to traditional lesson planning and proposes designing a hermeneutic phenomenological study to explore the in-depth experiences of Ph.D. candidates, especially those in medical education, across various universities in the country (5). This study could also compare experiences between graduates and current candidates regarding the identified challenges.

Footnotes

References

  • 1.
    Baker LR, Phelan S, Woods NN, Boyd VA, Rowland P, Ng SL. Re-envisioning paradigms of education: towards awareness, alignment, and pluralism. Adv Health Sci Educ Theory Pract. 2021;26(3):1045-58. [PubMed ID: 33742339]. [PubMed Central ID: PMC8338841]. https://doi.org/10.1007/s10459-021-10036-z.
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    Vassallo S. Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning. Stud Philos Educ. 2013;32(6):563-80. https://doi.org/10.1007/s11217-012-9337-0.
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    Li KC, Wong BTM. Features and trends of personalised learning: a review of journal publications from 2001 to 2018. Interact Learn Environ. 2021;29(2):182-95. https://doi.org/10.1080/10494820.2020.1811735.
  • 4.
    Betts GT, Kercher JJ. The Autonomous Learner Model for the Gifted & Talented. In: Renzulli BS, Jean Gubbins E, McMillen KS, Eckert RD, Little CA, editors. Systems and Models for Developing Programs for the Gifted and Talented. New York: Routledge; 2023. p. 49-103. https://doi.org/10.4324/9781003419426-3.
  • 5.
    Aghabagheri M, Mehrmohammadi M, Bagheri Noaparast K. On the Spot Scaffolding as the Hermeneutic Phenomenology Action Field: Critical Thinking Case for Medical Students in Iran. Med J Islam Repub Iran. 2024;38(1):28-34. https://doi.org/10.47176/mjiri.38.6.
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