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:: Volume 12, Issue 5 (8-2012) ::
Iranian Journal of Medical Education 2012, 12(5): 364-376 Back to browse issues page
A Comparative Study of Learning and Motivation in Continuing Medical Education Based on Integrated Instructional and Motivational Design Models
Hashem Fardanesh, Issa Ebrahimzade, Mohammadreza Sarmadi, Masour Rezaie, Soghra Omrani
, omrani_47@yahoo.com
Abstract:   (10689 Views)
Introduction: There are few studies that compare electronic learning in continuing medical education using instructional material developed based on scientific principles of instructional and motivational designs. Therefore, this study was performed in Kermanshah University of Medical Science in 2011 in order to compare physicians’ learning and motivation in these two instructional approaches. Methods: In this quasi-experimental study 60 general physicians and medical residents were selected by convenience sampling method. E-learning content development in control group (n=30) was based on instructional design models and in the experimental group (n=30) was based on the integration of instructional design and motivational design models by Macromedia Flash software. In this study, three questionnaires of demographic information (with 8 items), learning outcomes (with 20 questions) and motivation level (with 48 items) were used. The data were collected by pretest and posttest both containing similar questions and the physician’ motivation questionnaire. Statistical analysis was performed by Levene’s test, independent and paired sample T tests and chi square test. Results: Based on the findings, there was no significant difference between pretest scores of the two groups (11.37±1.19 vs. 11.73±0.69) but there was a significant difference between posttest learning scores (15.63±1.38 vs. 17.53±0.94) and motivation of physicians (143.83±5.45 vs. 160.63±22.41) in both groups (p<.05). Conclusion: The physicians’ learning and motivation were different in these two instructional methods therefore, it is recommended that instructional and motivational design be used in future electronic continuing medical education programs
Keywords: Instructional Design Models, Motivational Design Models, Learning, Motivation, Continuing Medical Education.
Full-Text [PDF 338 kb]   (1633 Downloads)    
Type of Study: Original research article | Subject: Continuing Education
Received: 2011/10/13 | Accepted: 2011/11/25
پرسشنامه مطالعه1 [DOCX 15 KB]  (652 Download)
پرسشنامه مطالعه2 [DOCX 31 KB]  (664 Download)
پرسشنامه مطالعه3 [DOCX 37 KB]  (643 Download)
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Fardanesh H, Ebrahimzade I, Sarmadi M, Rezaie M, Omrani S. A Comparative Study of Learning and Motivation in Continuing Medical Education Based on Integrated Instructional and Motivational Design Models. Iranian Journal of Medical Education. 2012; 12 (5) :364-376
URL: http://ijme.mui.ac.ir/article-1-1820-en.html

Volume 12, Issue 5 (8-2012) Back to browse issues page
مجله ایرانی آموزش در علوم پزشکی Iranian Journal of Medical Education
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