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Alikhani A, Abbaspour Kasgari H, Kazeminejad A, Rezapour M, Kakoei H, Sepahi L et al . Examining the effectiveness of virtual education on clinical medical teaching during COVID-19 pandemic in Razi educational hospital of Ghaemshahr. Iranian Journal of Medical Education 2022; 22 :144-153
URL: http://ijme.mui.ac.ir/article-1-5446-en.html
URL: http://ijme.mui.ac.ir/article-1-5446-en.html
Ahmad Alikhani 
, Hamideh Abbaspour Kasgari , Armaghan Kazeminejad , Meysam Rezapour , Hajar Kakoei , Leyla Sepahi , Masoomeh Abdi Talarposhti *
, Hamideh Abbaspour Kasgari , Armaghan Kazeminejad , Meysam Rezapour , Hajar Kakoei , Leyla Sepahi , Masoomeh Abdi Talarposhti *
Medical & Health Services Administration, Mazandaran University of Medical Sciences, Sari, Iran , talarposhtiabdi@yahoo.com
Abstract: (873 Views)
Introduction: The global health crisis caused by the COVID 19 pandemic that began in 2019 has turned higher education around the world into a challenging issue. Therefore, this study was conducted to evaluate the effectiveness of virtual education on learning of medical students during COVID 19.
Methods: This descriptive cross-sectional study was performed with a census on 145 medical students through a standard questionnaire derived from clinical education standards. In comparison of effectiveness average, we used t-test and one-way ANOVA tests for two and three level and more respectively. All analyses were performed on STATA/16.
Results: During COVID 19 pandemic, virtual education had the most effectiveness (26% variance and 7. 41% specificity) in compare to NAVID system (14% variance and 3. 99% specificity) on medical students learning. Effectiveness of virtual method (morning report, virtual conference, NAVID, text review and journal club) regarding to any level of medical students was significant (P-value=0. 002). Comparison of gender variables and educational department did not indicate any difference. With the exception that the text review domain of the internal training group obtained a lower effectiveness score than the infectious group (p-value = 0. 048).
Conclusion: Based on medical students’ comments virtual journal club and NAVID had most and least effectiveness. As a result, students find new content available through up-to-date articles from reputable online and group journals with discussion and exchange more effective than a system set up offline. Therefore, it is recommended to move NAVID to online and interactive approach to make active space accessible for students.
Methods: This descriptive cross-sectional study was performed with a census on 145 medical students through a standard questionnaire derived from clinical education standards. In comparison of effectiveness average, we used t-test and one-way ANOVA tests for two and three level and more respectively. All analyses were performed on STATA/16.
Results: During COVID 19 pandemic, virtual education had the most effectiveness (26% variance and 7. 41% specificity) in compare to NAVID system (14% variance and 3. 99% specificity) on medical students learning. Effectiveness of virtual method (morning report, virtual conference, NAVID, text review and journal club) regarding to any level of medical students was significant (P-value=0. 002). Comparison of gender variables and educational department did not indicate any difference. With the exception that the text review domain of the internal training group obtained a lower effectiveness score than the infectious group (p-value = 0. 048).
Conclusion: Based on medical students’ comments virtual journal club and NAVID had most and least effectiveness. As a result, students find new content available through up-to-date articles from reputable online and group journals with discussion and exchange more effective than a system set up offline. Therefore, it is recommended to move NAVID to online and interactive approach to make active space accessible for students.
Type of Study: Original research article |
Subject:
Teaching Methods
Received: 2022/03/29 | Accepted: 2022/05/14 | Published: 2022/04/4 | ePublished: 2022/04/4
Received: 2022/03/29 | Accepted: 2022/05/14 | Published: 2022/04/4 | ePublished: 2022/04/4
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