COMPARING THE EFFECTS OF LECTURE-BASED AND E-LEARNING METHODS ON LEARNING AND MOTIVATION OF PARTICIPANTS IN CONTINUING MEDICAL EDUCATION

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OMRANI SOGHRA; FARDANESH HASHEM; EBRAHIMZADEH ISSA; SARMADI MOHAMMAD REZA; REZAEI MANSOUR

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Journal: Strides in Development of Medical Education Journal Year:2012 | Volume:9 | Issue:2 Page(s): 143-152

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Title

COMPARING THE EFFECTS OF LECTURE-BASED AND E-LEARNING METHODS ON LEARNING AND MOTIVATION OF PARTICIPANTS IN CONTINUING MEDICAL EDUCATION

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Keywords

ELECTRONIC LEARNINGQ2

LECTUREQ2

BASED LEARNINGQ2

MOTIVATIONQ2

CONTINUING MEDICAL EDUCATIONQ2

Abstract

Background & Objective: Education is one of the fundamental pillars for developing capabilities, skills and competencies in the society. Comparing e-learning and traditional teaching methods help teachers and educational stakeholders in designing, developing and implementing appropriate learning courses for learners. The purpose of this study was to compare LECTURE-based and e-learning methods effects on learning and motivating physicians on the topic of acute respiratory failure using models, strategies and techniques of instructional design.Methods: In a quasi-experimental study, 60 general physicians selected by available sampling were divided into two equal groups (n=30) based on the two instructional methods. Learning content in the control group was based on the compiled programs of CONTINUING MEDICAL EDUCATION and in the e-learning group it was based on the same programs with integration of the instructional design models. Data were collected in pre-test, post-test using MOTIVATION assessing questionnaire using Merrill and Reigeluth models.Results: There was no significant difference between pre-test and post-test scores of participants (P>0.05). But after educational programs, the MOTIVATION of physicians in control group (126.1±3.97) was significantly (P<0.05) less than experimental group (143.83±5.45).Conclusion: The results of this study showed a significant increase in participants' MOTIVATION after using electronic medical continuing education.

Cites

COMPARING THE EFFECTS OF ROLE-PLAYING AND MULTIMEDIA-BASED TEACHING METHODS ON MIDWIFERY STUDENTS’ KNOWLEDGE AND ATTITUDE TOWARDS VAGINAL DELIVERY

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APA: Copy

OMRANI, SOGHRA, FARDANESH, HASHEM, EBRAHIMZADEH, ISSA, SARMADI, MOHAMMAD REZA, & REZAEI, MANSOUR. (2012). COMPARING THE EFFECTS OF LECTURE-BASED AND E-LEARNING METHODS ON LEARNING AND MOTIVATION OF PARTICIPANTS IN CONTINUING MEDICAL EDUCATION. STRIDES IN DEVELOPMENT OF MEDICAL EDUCATION, 9(2), 143-152. SID. https://sid.ir/paper/116909/en

Vancouver: Copy

OMRANI SOGHRA, FARDANESH HASHEM, EBRAHIMZADEH ISSA, SARMADI MOHAMMAD REZA, REZAEI MANSOUR. COMPARING THE EFFECTS OF LECTURE-BASED AND E-LEARNING METHODS ON LEARNING AND MOTIVATION OF PARTICIPANTS IN CONTINUING MEDICAL EDUCATION. STRIDES IN DEVELOPMENT OF MEDICAL EDUCATION[Internet]. 2012;9(2):143-152. Available from: https://sid.ir/paper/116909/en

IEEE: Copy

SOGHRA OMRANI, HASHEM FARDANESH, ISSA EBRAHIMZADEH, MOHAMMAD REZA SARMADI, and MANSOUR REZAEI, “COMPARING THE EFFECTS OF LECTURE-BASED AND E-LEARNING METHODS ON LEARNING AND MOTIVATION OF PARTICIPANTS IN CONTINUING MEDICAL EDUCATION,” STRIDES IN DEVELOPMENT OF MEDICAL EDUCATION, vol. 9, no. 2, pp. 143–152, 2012, [Online]. Available: https://sid.ir/paper/116909/en

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