Zohrehsadat Mirmoghtadaie; Zeinab Shakiba; Sara Shafian; Soleiman Ahmady
Abstract
Background: E-learning is considered the most important technology that can support new teaching-learning approaches. The objective of e-learning is to provide the same access and create the same educational space for all learners at any point, and optimize the methods of presenting course content for ...
Read More
Background: E-learning is considered the most important technology that can support new teaching-learning approaches. The objective of e-learning is to provide the same access and create the same educational space for all learners at any point, and optimize the methods of presenting course content for deeper and more serious learning.Objectives: The present study was conducted to develop a standard framework for the effective implementation of e-learning in medical science education.Methods: This study was conducted in two phases in 2022 using a mixed exploratory method. In the first (qualitative) phase, the initial framework was obtained from a comparative review of existing literature. In the second (quantitative) phase, the calculated standards were prepared in the form of an online questionnaire and sent to 20 e-learning experts in medical sciences. After data analysis, a framework of e-learning standards were proposed.Results: Nine dimensions and 58 standards were approved as the framework of e-learning standards. The lowest and highest content validity ratio (CVR) based on the analyzes were reported to be 0.77 and 0.88, respectively. As a result, all dimensions and 58 standards were approved. Also, the intraclass correlation (ICC) between 0.75 and 0.90 showed good reliability and high agreement between experts.Conclusion: Using a standard framework to implement e-learning helps to improve the quality of e-learning courses in medical sciences and brings more trust from internal and external stakeholders in these courses. Therefore, it is necessary to focus on the field of education and attempt to make educational organizations work in the best way in any situation, such as the fact that the world has recently been exposed to the o COVID-19 pandemic which led to the tendency of universities to use it.
Seyed Reza Mazloum; Maryam Ghorbanzadeh; Tayebeh Reyhani; Mehri Yavari; Hasan Boskabadi
Volume 13, Issue 1 , April 2016, , Pages 10-19
Abstract
Background & Objective: Despite the importance of local educational standards for the correct implementation and evaluation of higher education programs studies show such standards do not exist for the masters degree in neonatal intensive care nursing Therefore the purpose of the present study was ...
Read More
Background & Objective: Despite the importance of local educational standards for the correct implementation and evaluation of higher education programs studies show such standards do not exist for the masters degree in neonatal intensive care nursing Therefore the purpose of the present study was to develop basic educational standards for program evaluation and accreditation of the master of sciences course in neonatal intensive care nursing Methods: This study was a descriptive survey conducted using the Delphi survey method in 2014 A total of 20 experts including infants and medical education specialists administrators of the department of education faculty members of the department of pediatrics nursing administrators of neonatal intensive care units and students and graduates of the neonatal intensive care nursing course were selected through purposive sampling First items related to basic educational standards were extracted through an extensive review of databases Subsequently 3 sessions in 2 rounds were held with the experts and basic educational standards for the evaluation of the master of sciences course in neonatal intensive care nursing were developed on the basis of consensus Results: This study led to the proposal of 20 items as basic educational standards for the evaluation of the master of sciences course in neonatal intensive care nursing In the first round 25 items of the total 41 items were agreed upon by experts Statistical results showed the content validity index in clear expression importance and availability in the second round was 094 092 087 respectively Conclusion: Considering that the checklist of basic educational standards was developed by experts it is hoped it will gain high acceptability and be an efficient model for the evaluation of the masters program in neonatal intensive care nursing
