Iranian Journal of Medical Education

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Introduction: Self-learning is an appropriate method for continuing medical education programs and has been used in many countries. In order to evaluate new method of self-learning in CME (Continuing Medical Education) programs, this study was conducted to determine the viewpoints of CME participants about the quality of books, questions, and teaching method of self-learning in Isfahan University of Medical Sciences. Methods: In a descriptive cross-sectional study, 3712 physicians among the ones participating in CME programs of Isfahan University of Medical Sciences in 2004-2005, were selected through census sampling. The data collection tool was a questionnaire containing demographic questions and 39 items asking about self-learning method, quality of the books and questions which was distributed along with the book at the time of registration for self-learning. The data was analyzed by SPSS software using frequency distribution, mean, standard deviation, t-test, ANOVA, and linear regression. Results: The mean and standard deviation of the participants' viewpoints toward self-learning teaching method, quality of books, and quality of questions were 3.96±0.39, 3.80±0.35 and 3.74±0.56 out of 5, respectively. The mean scores achieved by older participants were higher significantly. Conclusion: The results demonstrated the good quality of self-learning method, the provided books, and the designed questions. The physicians had a positive attitude toward this method. This teaching method is recommended to be used in other universities.

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Introduction: The aim of continuing medical education (CME) is to enhance knowledge and improves performance. Various ways is used in continuing education training. Stay away from work to participate in retraining will make problems for physicians and patients. Use the self-learning program might be a good way of continuing education. This study designed to compare training with lecturing method and self-learning on knowledge of general practitioners participating in continuing education in Kermanshah. Methods: This quasi-experimental study (before and after design) was done in 2007. Fifty-two general practitioners, who participate in CME course, selected with convenience sampling and randomly allocated in two groups (case and control). After Pretest, training with booklet and lecturing about irritable bowel syndrome was performed for case and control group respectively. The post-test was performed in both groups. Pretest and posttest assessed participant’s knowledge with two equivalent tests (score range was zero to 20). Data analysis was done using SPSS software with t-test and X2. P-value less than 0/05 was considered significant. Results: The mean scores of control group were 10/23±2/28 and 12/50±2/65 in pretest and posttest respectively. The mean scores of case group were 8/69±2/68 and 11/88±1/90 in pretest and posttest respectively. The mean scores of both groups had increased after the training. This in both groups was significant (p<0/001), but there was no significant statistical differences between two groups. Discussion: The results showed training was effective on enhancing participants’ knowledge, but training methods did not have impact on it. Considering problems that occur due to absence of physicians in their work place during participating in continuing education programs, it seems that self-learning programs also can be used.

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Introduction: Success in surveillence programs is mostly dependent on physicians’ skill to report diseases. Self-learning is an appropriate method for medical education programs and has been used in many countries. The purpose of this study was to compare self-learning of reporting diseases through compact disks (CD) and booklets in physicians’ education. Methods: This study was a quasi-experimental study performed on 40 general physicians in Qom . They were divided into two groups [CD (n=20) and booklet (n=20)] by balanced block randomization. Knowledge and attitude were assessed before the intervention and a month after. The data collection tool was a self-administered questionnaire in 4 parts: demographic information, knowledge and attitude about notifiable diseases and evaluation of the educational method applied. The data were analyzed by SPSS software, through calculation of frequency, mean, standared deviation, t-test, kolmogorov -smirnov test and mann-whithney U- test. Results: Knowledge and attitude were promoted significantly in both groups(p<0.05). Mean and standard deviation of knowledge increased in the CD group,the mean score for knowledge increase was 10.55± 3.97 and in the booklet group it was 7.55±4.40,which showed a significant difference (p=0.03). There was no significant difference in attitude scores in the two groups. Regarding the evaluation of the methods, there was no significant difference between the groups in total mean scores. But as for two items, preference for either method and attraction,the CD group score stood significantly higher than the booklet group (p<0.001). Conclusion: Self-learning methods such as CD and booklet can be used for physicians to learn reporting skills and CD is more effective than booklet. These methods especially educational CD is recommended to be used in continuing medical education programs.

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Introduction: Education and learning systems are globally evolving toward self-learning-based educational models. The purpose of this study was to determine the features and principles of developing a self-learning module, compare the self-learning module with other methods of teaching, and explore the effects of self-learning module on learning.

Methods: In this review study, data were collected by searching through online databases such as Scopus, web of science, PubMed, Magiran and SID with the keywords self-learning, online modules, self-direct learning, self-learning module and web-based module with no time limit.

Results: A total of 27 articles were reviewed. This review study explored the features of self-learning modules (flexibility, accessibility and transferability, easiness, learner’s accountability, motivating the learner, cost-effectiveness, safe learning environment and saving time); in addition, the principles of developing the self-learning module as well as factors associated with the effects of self-learning module were identified.

Conclusion: Since this paper revealed many aspects of the self-learning module, it is suggested that faculty members become more familiar with this educational approach and apply it.

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Introduction: Lecture and computer-based teaching are two important methods for the teaching of medical students. However, comparison of the effectiveness and efficacy of both of these methods shows substantial deficiencies. The aim of this study was to compare the effects of lecture and computer-based teaching methods on the learning of medical students taking introduction to clinical medicine (ICM) courses at Isfahan University of Medical Sciences.
Methods: This study was a quasi-experimental research which was conducted in Isfahan University of Medical Sciences. Research population included students taking ICM courses in two consecutive semesters. The first group of students were assigned to the control group (n=67) and were taught rheumatology through in-class lecture method while the second group of students (the intervention group) received computer-based teaching. For evaluation and comparison of the effects of the intervention on learning, two multiple-choice question tests were administered at the end of the training course and 8 weeks after the intervention.
Results: No significant difference was found between the mean scores of the two groups in the first test (p=0.77), but the difference in the second test was significant (p<0.001). The computer-based teaching group performed better in recalling of the learning materials.
Conclusion: Although short-term results were similar in both groups, long-term learning and recalling were greater with computer-based teaching than with lecture.