Zahra Karbasi; Parisa Eslami; Maryam Zahmatkeshan; Sadrieh Hajesmaeel Gohari
Abstract
Background: The combined use of electronic and traditional education is called blended learning. Anatomy is a major in medical education. Using this method creates flexible learning environments and more interaction in learning.Objectives: The present study was conducted to investigate the effect of ...
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Background: The combined use of electronic and traditional education is called blended learning. Anatomy is a major in medical education. Using this method creates flexible learning environments and more interaction in learning.Objectives: The present study was conducted to investigate the effect of blended learning on teaching anatomy to medical students.Methods: This comprehensive literature review was conducted on December 3, 2022. Our research was conducted by adhering to the PRISMA guidelines. Online databases PubMed, Eric, and Web of Science were systematically searched for relevant articles using predefined keywords. Using EndNote, all relevant literature published within the past five years was retrieved and further analyzed.Results: Our comprehensive search strategy resulted in the retrieval of 351 articles. After screening the articles and selecting the articles based on the inclusion criteria, 22 articles were eligible and included in the study. Most of the studies were conducted in India (n = 5), China (n = 2), United Kingdom (n = 2), and Portugal (n = 2). The majority of studies were conducted in 2022 (n = 7). The most important finding of all reviewed articles was the effectiveness of blended learning, which is mentioned as an effective method for teaching anatomy.Conclusion: Blended learning can improve performance and increase satisfaction and motivation in students. Identifying suitable learning resources with medical students’ abilities improves learners’ knowledge. Applying new learning methods can be very effective as some conditions, such as the COVID-19 crisis, limit access to corpses and physical presence.
Afsaneh Pakdaman; Zohreh Karimi
Volume 12, Issue 5 , February 2016, , Pages 765-771
Abstract
Background & Objective: Advancement in technology and the combination of traditional and new methods can promote education The purpose of the present study was to compare knowledge and attitude of dental students regarding caries risk assessment (CRA) after a course using blended learning and traditional ...
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Background & Objective: Advancement in technology and the combination of traditional and new methods can promote education The purpose of the present study was to compare knowledge and attitude of dental students regarding caries risk assessment (CRA) after a course using blended learning and traditional workshops Methods: A controlled trial was designed and 82 finalyear dental students were recruited in two groups of workshop (n = 39) and blended learning (n = 39) In the blended group access to a designed website and online material was possible in addition to facetoface education A validated researchermade questionnaire (Cronbachs alpha = 07) was used to assess demographic information and knowledge of and attitude toward CRA before and after the educational course The mean score of knowledge before and after the course was calculated and compared between the two groups using paired ttest and repeated measures ANOVA in SPSS software Results: Of the 82 students 78 (95%) participated in the study The mean score of knowledge in posttest in the group attending workshops was (1335 ± 161) significantly higher than pretest (700 ± 306) (P < 0050) In the blended learning group the mean score of knowledge in the posttest (1471 ± 143) was higher than pretest (812 ± 220) (P < 0050) Considering the baseline score no significant difference was observed between the two groups in posttest In the attitude domain participants in both groups believed that the course had improved their knowledge regarding CRA and CRA was useful in educational dental clinic Conclusion: Both methods significantly improved knowledge and attitude of students regarding CRA The students believed the blended learning method to be useful in CRA Thus the use of this method is recommended as a complementary teaching method for general dentistry students
Bibi Eshrat i Zaman; Hasan Babri
Volume 10, Issue 1 , May 2013, , Pages 95-108
Abstract
Background & Objective: Medical education institutions have always been looking for training methods that have high efficiency and effectiveness Thus the present study has been carried out with the aim of identifying the application of blended learning based on the SWOT pattern in Isfahan University ...
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Background & Objective: Medical education institutions have always been looking for training methods that have high efficiency and effectiveness Thus the present study has been carried out with the aim of identifying the application of blended learning based on the SWOT pattern in Isfahan University of Medical Sciences Isfahan Iran Methods: This was mixed methods and exploratory research The statistical population consisted of all the faculty members students and IT professionals For the samples 39 were selected from faculty members and 102 from students according to stratified random sampling for quantitative research and 10 from IT professionals according to purposive sampling to be interviewed The instruments for collecting data in the quantitative part were the researchermade questionnaire and in the qualitative part the deep semistructured interview Results: The results of the study showed that the areas of weakness and strength in the internal dimension and in the opportunities and threats in the external dimension were statistically significant The views in the area of strengths were similar however they had significant differences in other areas Moreover the advantages and opportunities have been more than disadvantages and threats of blended learning outlook Conclusion: Despite the weaknesses and threats of the blended learning method all participants in this study were optimistic of the prospects of this method in Isfahan University of Medical Sciences
