Strides in Development of Medical Education

Document Type : Original Article


1 Ph.D. Student of Distance Education Planning, Payam-e-Noor University, Tehran, Iran

2 Ph.D. in Phycology & Instructional Technology, Associate Professor of Literature and Humanities Dept., School of Humanistic, Tarbiat Modares University, Tehran, Iran

3 Ph.D. in Distance Education Planning, Associate Professor of Literature and Humanistic Dept., School of Humanistic, Payam-eNoor University, Tehran, Iran

4 Ph.D. in History and Philosophy of Education, Associate Professor of Literature and Humanistic Dept., School of Humanistic, Payam-e- Noor University, Tehran, Iran

5 PhD. in Biostatistics, Assistant Professor of Biostatistics Dept., School of Health, Kermanshah University of Medical Sciences, Kermanshah, Iran


Background & Objective: Education is one of the fundamental pillars for developing capabilities skills and competencies in the society Comparing elearning 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 lecturebased and elearning 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 quasiexperimental 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 elearning group it was based on the same programs with integration of the instructional design models Data were collected in pretest posttest using motivation assessing questionnaire using Merrill and Reigeluth models Results : There was no significant difference between pretest and posttest scores of participants (P > 005) But after educational programs the motivation of physicians in control group (1261 ± 397) was significantly (P < 005) less than experimental group (14383 ± 545) Conclusion: The results of this study showed a significant increase in participants motivation after using electronic medical continuing education


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