[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 10, Issue 1 (spring 2018) ::
rme 2018, 10(1): 63-71 Back to browse issues page
The Study of Blended- Teaching Methods on Learning, Motivation and Interest in learning Anatomy Courses in Medical Students
F Zarabian *
department of educational sciences, faculty of humanities, payam-e-noor university, , fzarabian@yahoo.com
Abstract:   (333 Views)
Introduction: Blended learning refers to an educational approach in which combination of two, face to face and web- based learning presented. This study aimed to investigate the effect of the blended learning (web-based and traditional) on learning, motivation and interest to anatomy course in medical students of Azad University in 1395-1396.
Methods: In this quasi-experimental study with a pretest – posttest that was conducted on 120 anesthesia students in Azad university, they were selected through census sampling method and divided into experimental and control groups. Experimental group (n=60) receive combination method (face to face & web-based learning) and for control group (n=60) traditional method was used. For evaluating students performance in anatomy course a researcher- made questionnaire, also Hermans achievement motivation questionnaire (1977) and Gholami interest questionnaire (1393) were used . validity and reliability of questionnaires were confirmed by content validity and Kuder-Richardson 0.78,0.890.79 respectively. Data were analyzed using descriptive and inferential statistics (co-variance analysis, kolmogorov- smirnov test) through SPSS.
Results:  findings showed the effect of combined- learning on academic achievement and achievement motivation in anatomy course at meaningful level (0.01). With respect to the motivational factors, combined teaching has maximum impact or long resistance (3.38) in pre- test and post- test of experimental group and has no effect on three components of time perception (0.63), foresight (0.77) and attention (0.5) to the eligibility criteria of love.
Conclusions: Medical science teachers and education planners with regard to the importance of learning various skills, apply e- learning in training increase personal motivation and interest in learning.
Keywords: Teaching Method, Learning, Motivation, Students, Medical
Full-Text [PDF 120 kb]   (162 Downloads)    
Type of Study: Research | Subject: Special
References
1. Mayer T. Education benefit of multi medical skills: linking research and practice to improve Clearning. College Teaching 2012; 3 (99): 393-400
2. Atack L. Web-based continuing education for registered nurses. 4thed.Washangton: Allyn and Sive; 2012.
3. Heising DA Framework for Immersive Virtual Environments. 6 thed. Manhatan: Stone and Dave; 2013.
4. Ruiz JG, Mintzer MJ, Leipzig RM. The Impact of E-Learning in Medical Education. Acad Med 2016; 81(3): 207-12. [DOI:10.1097/00001888-200603000-00002]
5. Zarabian F, Rastegarpour H, Zandi B. Sarmadi M, Farajollahi M. [planning of Persian dictation learning program and validation of experts]. Tehran Payamnoor university; 2010. [Persian]
6. Wang t. education benefit of multi medical skills. College Teaching 2015; 2 (20):70-85.
7. Naimi F, Zare H, Hormozi M . [Compared the self-regulation skills, critical thinking and creative thinking of students to an education combines traditional (face-to-face)] Payamnoor university; 2013. [Persian]
8. ZareH, Naimi F, Hormozi M. [The impact of integrated education and its impact on academic motivation and satisfaction in Payam Noor University: Payamnoor University; 2013. [Persian]
9. Diani, A, Vahdat S. The Effect Of Blog Son Students' Critical Thinking Language: Chamran University; 2014. [Persian]
10. Amini M, Nyly S, M Norouzi. [The effect of educational blog on the concept and streng then students'problem-solving Education]. Alame University; 2014. [Persian]
11. Chase, P, Herod, B. Comparison of Face-to-Face versus Interactive Video Continuing Medical Education Delivery Modalities. Education in the Health Professions 2012; 2 (67): 93- 105.
12. Chodorow S. Educators must take the electronic revolution seriously. Acad Med 2015; 71: 221-6. [DOI:10.1097/00001888-199603000-00009]
13. Davis L, Winstanley R, Duffin R, Griffiths A. Dental education resources on the web. EurJ. Dent Edu 2014; 7(2): 19–24.
14. Brady D, Molzen S, Graham S, O'Neill V. Using the synergy of online education and simulation to inspire a new model for a community critical care course. Crit Care Nurs Q 2013; 29 (3): 231- 6. [DOI:10.1097/00002727-200607000-00007]
15. Clark D. Psychological myths in e-learning. Med Teach 2008; 24: 598–604. [DOI:10.1080/0142159021000063916]
16. Darel p. Mobile learning in the classroom: An empirical assessment of a new tool for students and teachers. TOJET 2016; 3 (99): 33-47.
17. Cheragh Mullahi L, Kadivar P. [developed a training method based on social networks and their impact on student learning, the realistic [PHD thesis Kharazmi university; 2014. [Persian]
18. Okhovati M, Sharifpoor Ghahestani E, Islami Nejad T, Hamzezadeh Marzooni M, Motamed Jahroomi M. [Attitude, Knowledge and Skill of Medical Students toward E-Learning]. Iranian journal of Medical Education 2015; 8 (1): 51-58. [Persian]
19. Al-Doub E, Good win R, Al-Hunaiyyan A. Students' attitudes towards E-learning in Kuwait's higher education institutions. [Cited 2009 Nov 7]. Available from: http:// www. rwjf. org/ reports. htm.
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA code


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Zarabian F. The Study of Blended- Teaching Methods on Learning, Motivation and Interest in learning Anatomy Courses in Medical Students. rme. 2018; 10 (1) :63-71
URL: http://rme.gums.ac.ir/article-1-519-en.html


Volume 10, Issue 1 (spring 2018) Back to browse issues page
پژوهش در آموزش علوم پزشکی Research in Medical Education