ABSTRACT
Background and 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
ABSTRACT
Background and Objective: As enrollment in virtual online courses continues to grow, one of the stakeholders' concerns is the enhancement of critical thinking in students. This study was performed in order to answer this core question: "what are the barriers and facilitating factors of critical thinking in virtual environment?
Methods: This qualitative study is part of a mixed qualitative and quantitative study performed for developing the process of teaching critical thinking in virtual medical education program in which 7 e-teachers and 11 postgraduate e-students [out of a total of 12 students] of virtual medical education discipline were investigated. Data were gathered using a semi-structured questionnaire. All interviews were tape-recorded, transcribed and then analyzed using Strauss and Corbin's constant comparative method
Results: Participants had a variety of experiences about critical thinking improvement that were conceptualized in three major themes of: [belief system] including personal beliefs and aspects that are considered as constant during a short time period, [educational management] including factors that can be manipulated by the educational leaders and [critical thinking in virtual environment] including motivating and limiting factors of critical thinking
Conclusion: The results of this study highlight the barriers and facilitating factors of enhancing critical thinking in virtual environment. Teachers, educational planners and leaders can use the results of this study in order to improve their virtual programs and student's critical thinking?