Uncovering factors influencing the role of hospital administration in the transformation of online residency training: a systematic review / Yuan Ma, Radduan Yusof and Fadilah Puteh

• Main Authors: Yuan, Ma, Yusof, Radduan, Puteh, Fadilah
• Format: Article
• Language: English
• Published: Universiti Teknologi MARA Cawangan Sarawak 2024
• Subjects: L Education (General); Professional education
• Online Access: https://ir.uitm.edu.my/id/eprint/105758/1/105758.pdf; https://ir.uitm.edu.my/id/eprint/105758/; https://ijsmssarawak.com/

Informative teaching is an integral part of the current development of post-graduation medical education. Online learning has become a new form of teaching in primary medical schools and institutions at home and abroad, promoting informatisation in post-graduation medical education and an inevitable trend in education in the new era of "Internet+". In recent years, most research on the factors affecting online teaching has come from resident doctors and teaching physicians, with less attention paid to hospital teaching management. This study utilised a systematic review approach based on the PRISMA (The Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Three databases (Scopus, Web of Science, and CNKI) were used to screen the articles in this study. Twenty-two relevant studies were screened to determine the factors influencing the involvement of hospital teaching administration in the effectiveness of online learning implementation. Based on the thematic analysis, the factors influencing the implementation of online learning by hospital teaching management departments were categorised into three primary levels: technical support, information technology's education governance capacity, and budgeting. Three suggestions were made, including 1) providing more educational resources suitable for use by resident physicians; 2) establishing a suitable resident physician and teacher evaluation method for online teaching mode; 3) compensating departmental honorariums for teaching physicians participating in online teaching; and 4) reducing the number of platforms and integrating teaching resources.