This study was conducted to present a comprehensive model for designing e-learning in Medical education.
This qualitative study was performed in three stages. First, we used the “critical review” approach proposed
by CarnWell to synthesize a conceptual model from studies that employ e-learning in Medical education.
In the second stage, using Bereday’s comparative method, 30 renowned virtual universities were evaluated.
Finally, after aggregating and summarizing the results of the previous stages, the model was presented.
The results of the study showed that designing e-learning in medical education requires making plans on
national and international levels. Moreover, for qualitative and quantitative improvement of e-learning,
global progress, achievements, and standards should be monitored continuously, and strategic, tactical, and
executive aspects should be rigorously addressed. This comprehensive model for the design and development
of e-learning in medical education is identified as an area requiring further research.
e-Learning, medical education, qualitative method, design, critical review