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Background: The aim of this study was to investigate the satisfaction of professors with the short-term course of medical education at Birjand University of Medical Sciences during the COVID-19 pandemic. Methods: Initially, needs assessment was conducted for the content of the course; after determining the content, the course was held online through Adobe Connect system and offline through Navid system. Following completing the course, evaluation was performed, and finally, satisfaction with the course was assessed based on a 34-item questionnaire whose validity and reliability were established. In total, 44 participants in the course answered the questionnaire. The data were analyzed using t-test and correlation coefficient by SPSS, version 18. Results: The mean age of the participants was 36.34 ± 5.64 years, and 56.8% (25 people) were female. In terms of academic rank, 75% were assistant professors. The average score of satisfaction was equal to 140.48, which indicates a high score of satisfaction with the course. In general, the score of satisfaction was higher than average in all fields. The average score of satisfaction in men was significantly lower than in women (P < 0.001). There was no significant relationship between satisfaction and degree, academic rank, age, and working experience (P > 0.05). Conclusions: Professors’ satisfaction with the online and offline medical education courses in the relevant systems is at a high level. Thus, it is suggested that combined in-person and online empowerment courses should be held in the post-COVID-19 era.

The extent and complexity of knowledge in the field of medicine necessitate modern education systems. Rational performance in the education system depends on the synergy of educators through knowledge sharing as the basis of education. The aim of this study was to investigate the knowledge-sharing strategies in clinical education and its changes during the COVID-19 pandemic.The content analysis was conducted in 2019 at Birjand University of Medical Sciences. Twenty-seven clinical instructors with enough experience and knowledge in the field of clinical education were chosen based on purposive theoretical sampling. Data collection was done by semi-structured interviews, which continued until data saturation. The interviews were recorded, transcribed, and read several times to obtain a whole understanding. Next, the meaning units and initial codes were identified, and then, they were classified into subcategories and categories. To ensure the trustworthiness of the data, Lincoln and Guba criteria were considered.The results of the study include five pedagogical knowledge-sharing strategies: "peer-helping, clinical education workplace," "use of cyberspace," "student mediation," "working teams," and "scientific communities." Coronavirus pandemic was identified as the "facilitator" and the "culturalization factor" of knowledge sharing. In addition, "lack of shared knowledge management," "lack of compliance with needs," and "dispersion of content" were considered as barriers to the efficiency of pedagogical knowledge sharing during the coronavirus pandemic.Sharing knowledge in a clinical education setting could continue by various strategies. The results can be used in planning for the professional development of professors.

Background: Pedagogical knowledge management (PKM) is contributory to professional development and the promotion of clinical education quality. An efficient PKM requires understanding the associated process and dimensions in clinical education. Therefore, this study aimed to explain the theoretical process of PKM.Methods: This qualitative study used a grounded theory approach. The participants comprised 27 clinical teachers, who were affiliated with Birjand University of Medical Sciences and had the required experience or knowledge about medical education. They were selected via a purposive, theoretical sampling method and went through semi-structured interviews. The interviews were analyzed based on Corbin and Strauss’s analytical approach (2008) through constant comparison of the data until the classes were saturated, and the grounded theory emerged. Ultimately, the rigor and trustworthiness of the research were assessed based on Lincoln and Guba’s criteria.Results: From the data analysis, 3615 primary codes and 7 core categories emerged. The results indicated that a psychosocial process governs the PKM of the faculty, which is affected by personal egos, inadequate and inappropriate learning of pedagogical knowledge, empirical practice, imbalance between multiple teacher tasks in clinical education due to the dominance of treatment over education, inappropriate knowledge organization and storage, and lack of optimal time management. Obvious consequences include the inability to create and apply pedagogical knowledge and clinical training based on trial and error.Conclusions: The results of this article can be used for policy-making in clinical education to promote the PKM platforms, which ultimately leads to quality clinical education and community health promotion.