:: Volume 16, Issue 1 (2024) ::
Research in Medical Education 2024, 16(1): 74-83 Back to browse issues page
Evaluation of Virtual Learning Environment using DELES questionnaire in Medical Students of Mashhad University of Medical Sciences
MA Mohammadi , M Khadem Rezaiyan , M Youssefi , M Alinezhad Namaghi *
Transplant Research Center, Clinical Research Institute, Mashhad University of Medical Sciences, Mashhad, Iran & Department of Nutrition, Mashhad University of Medical Sciences, Mashhad, Iran , alinezhadnm@mums.ac.ir
Abstract:   (89 Views)
Introduction: The environment governing learning is one of the most important influencing factors in education. The outbreak of corona virus (COVID-19) has led to a special attention to E-learning as an aid to break the chain of virus transmission. This study was conducted to determine the status of the learning environment of virtual education of medical students of Mashhad University of Medical Sciences (MUMS) using DELES (The Distance Education Learning Environment Survey) questionnaire.
Methods: This cross-sectional study was conducted in the academic year of 2022 at MUMS. Sampling was a multi-stage method. In this way, at first students in different educational levels (basic science, physiopathology, externship and internship) were considered. For gathering data DELES questionnaire was used. Then the link of the tool was shared in internet groups of medical students .Data were analyzed by T-test , ANOVA, Pearson correlation test  through SPSS.  In all tests p-value was less than or equal to 0.05.
Results: A total of 202 medical students with an average age of 22.88±2.48 years were included in the study. The Mean response of participants studied the courses during the semester in the virtual environment was 49.78 ±  27.76  . The participants in the study reported the education situation to be relatively favorable, so that their satisfaction was more in the area of student independence (Relatively favorable) and less in the area of professors' support (poor). The results of the one-way ANOVA test showed that the average satisfaction score of basic science students is significantly higher than that of externship and internship students (P<0.001, F=7.861). Also, the results of the T-Student test showed that there is no statistically significant difference between students in terms of gender and marital status, but non-native students were less satisfied than native students in terms of interactions between students and colleagues (P < 0.03).
Conclusion: The attitude of the students towards distance education during the covid-19 epidemic in medical students of MUMS was relatively favorable or relative satisfaction. Therefore, in order to improving the situation of distance education, it is recommended to implement methods to increase the support of professors and improve their communication with students in the virtual education environment.
 
Keywords: Virtual Education, DELES Questionnaire, Medical Students, Covid-19
Full-Text [PDF 528 kb]   (48 Downloads)    
Type of Study: Research | Subject: assessment and evaluation
References
1. Soltani Arabshahi K, Kouhpayezade J, Sobuti B. [The Educational Environment of Main Clinical Wards in Educational Hospitals Affiliated to Iran University of Medical Sciences: Learners' Viewpoints Based on DREEM Model]. Iranian Journal of Medical Education 2008;8(1):43-50 .[Persian]
2. Hammond SM, O'Rourke M, Kelly M, Bennett D, O'Flynn S. A psychometric appraisal of the DREEM. BMC Med Educ 2012;12:2. [DOI:10.1186/1472-6920-12-2]
3. Javadi N, Nasrollahnejhad Tasooj S, Veiskaramian A, Raznahan R. [Determining the Components of Effectiveness in Medical Education: A Review Article]. IJSR 2022;2(2):61-70.[Persian]
4. Fouladi Dehaghi B, Ghodrati-Torbati A, Teimori G, Ghavamabadi LI, Jamshidnezhad A. [Face masks vs. COVID-19: a systematic review]. Investigacion y educacion en enfermeria 2020;38(2) .[Persian] [DOI:10.17533/udea.iee.v38n2e13]
5. Zhang JJ, Dong X, Cao YY, Yuan YD, Yang YB, Yan YQ, et al. Clinical characteristics of 140 patients infected with SARS‐CoV‐2 in Wuhan, China. Allergy 2020;75(7):1730-41. [DOI:10.1111/all.14238]
6. Jamshidnezhad A, Hosseini SA, Ghavamabadi LI, Marashi SMH, Mousavi H, Zilae M, et al. [The role of ambient parameters on transmission rates of the COVID-19 outbreak: A machine learning model]. Work 2021;70(2):377-85.[Persian] [DOI:10.3233/WOR-210463]
7. Fouladi Dehaghi B, Teimori-Boghsani G, Ghavamabadi LI, Mohammadi A. [Public eye toward COVID-19: a systematic review]. Open Access Macedonian Journal of Medical Sciencez 2020;8(T1):61-5 .[Persian] [DOI:10.3889/oamjms.2020.4897]
8. Shah S, Diwan S, Kohan L, Rosenblum D, Gharibo C, Soin A, et al. The technological impact of COVID-19 on the future of education and health care delivery. Pain physician 2020:S367-S80. [DOI:10.36076/ppj.2020/23/S367]
9. Sahu P. Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus 2020;12(4): e7541. [DOI:10.7759/cureus.7541]
10. Kumar PM, Gottumukkala SNS, Ramesh K, Bharath TS, Penmetsa GS, Kumar CN. Effect of e-learning methods on Dental education: an observational study. Journal of Education and Health Promotion 2020;9:1-5. [DOI:10.4103/jehp.jehp_209_20]
11. Co M, Cheung KYC, Cheung WS, Fok HM, Fong KH, Kwok OY, et al. Distance education for anatomy and surgical training-A systematic review. The Surgeon 2022;20(5):e195-e205. [DOI:10.1016/j.surge.2021.08.001]
12. Davis NL, Gough M, Taylor LL. Online teaching: Advantages, obstacles and tools for getting it right. Journal of Teaching in Travel & Tourism 2019;19(3):256-63. [DOI:10.1080/15313220.2019.1612313]
13. Ranjbar Kouchaksaraei S, Rohaninasab M, Nikjo P, Jannati Y. [The education users' opinion about the E-learning in Covid-19 pandemic in the world: a review study]. Clinical Excellence. 2021;10(4):41-51.[Persian]
14. Pololi LH, Frankel RM. Humanising medical education through faculty development: linking self‐awareness and teaching skills. Medical Education 2005;39(2):154-62. [DOI:10.1111/j.1365-2929.2004.02065.x]
15. Salahshouri A, Eslami K, Boostani H, Zahiri M, Jahani S, Arjmand R, et al. [The university students' viewpoints on e-learning system during COVID-19 pandemic: the case of Iran]. Heliyon 2022;8(2):e08984. [Persian] [DOI:10.1016/j.heliyon.2022.e08984]
16. kuhpayehzadeh J, Afshar por S, Naghizadeh mooghari Z. [Psychometric Adequacy of The Persian Version of The DELES questionnaire to evaluate the educational environment of environment of IUMS]. Razi Journal of Medical Sciences 2017;24(159):66-75.[Persian]
17. Ebadi A, Heidaranlu E. [Virtual Learning: A New Experience in the Shadow of Coronavirus Disease]. Shiraz E-Med J 2020;21(12):e106712. [Persian] [DOI:10.5812/semj.106712]
18. Hayat AA, Keshavarzi MH, Zare S, Bazrafcan L, Rezaee R, Faghihi SA, et al. [Challenges and opportunities from the COVID-19 pandemic in medical education: a qualitative study]. BMC Med Educ 2021;21(1):247.[Persian] [DOI:10.1186/s12909-021-02682-z]
19. Rambod M, Tehranineshat B, Pasyar N, Torabizadeh C. [Explaining the Virtual Medical Education Process of the Students of Shiraz University of Medical Sciences in the COVID-19 Crisis: A Grounded Theory]. Journal of Nursing Education. 2023;12(3):75-88.[Persian]
20. Ghafourifard M. [The promotion of Virtual Education in Iran: The Potential which Turned into reality by Coronavirus]. Iranian Journal of Medical Education 2020;20(0):33-4.[Persian]
21. Toubasi AA, Al-Harasis SM, Obaid YY, Albustanji FH, Kalbouneh HM. Quality of Distance Learning After One and a Half Year From Its Integration Due to the COVID-19 Pandemic: A Cross-Sectional Study at the University of Jordan. Cureus 2022;14(12):e32642. [DOI:10.7759/cureus.32642]
22. Deepika V, Soundariya K, Karthikeyan K, Kalaiselvan G. 'Learning from home': role of e-learning methodologies and tools during novel coronavirus pandemic outbreak. Postgraduate Medical Journal 2021;97(1151):590-7. [DOI:10.1136/postgradmedj-2020-137989]
23. Zhalehjoo N, Arabi M, Momeni Z, Akbari Kamrani M, Khalili A, Riahi S, et al. [Virtual Education status from the Perspective of Students at Alborz University of Medical Sciences in the Covid-19 Pandemic Period]. Journal of Medical Education Development 2021;14(42):37-45. [Persian]
24. Morgan CK, McKenzie AD. Is enough too much? The dilemma for online distance learner supporters. International Review of Research in Open and Distributed Learning 2003;4(1):1-13. [DOI:10.19173/irrodl.v4i1.119]
25. Zis P, Artemiadis A, Bargiotas P, Nteveros A, Hadjigeorgiou GM. Medical Studies during the COVID-19 Pandemic: The Impact of Digital Learning on Medical Students' Burnout and Mental Health. International journal of environmental research and public health 2021;18(1). [DOI:10.3390/ijerph18010349]
26. Brown T, Robinson L, Gledhill K, Peart A, Yu ML, Isbel S, et al. Online Learning During the COVID-19 Pandemic: Comparing the Perceptions of Domestic and International Occupational Therapy Students. Journal of allied health 2022;51(2):121-9.
27. Amir LR, Tanti I, Maharani DA, Wimardhani YS, Julia V, Sulijaya B, et al. Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC medical education 2020;20:392. [DOI:10.1186/s12909-020-02312-0]
28. McFadzean E. Supporting virtual learning groups. Part 1: a pedagogical perspective. Team Performance Management: An International Journal 2001;7(3/4):53-62. [DOI:10.1108/13527590110395658]
29. Yoosefian Arani N, Avizhgan M. [Students' Experiences on Online Education Opportunities during the COVID-19 Outbreak]. J Isfahan Med Sch 2023; 41 (728): 594-603.[Persian]
30. Caprara L, Caprara C. Effects of virtual learning environments: A scoping review of literature. Education and Information Technologies 2022;27(3):3683-722. [DOI:10.1007/s10639-021-10768-w]

XML   Persian Abstract   Print

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 16, Issue 1 (2024) Back to browse issues page