@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(1):51-58
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(1):51-58
Attitude, Knowledge and Skill of Medical Students Toward E-Learning; Kerman University Of Medical Sciences
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Okhovati M. (1 )Sharifpoor Ghahestani E. (* )
Islami Nejad T. (2 )
Hamzezadeh Marzooni M. (3 )
Motamed Jahroomi M. (4 )
(* ) Neurosciences Research Center, Institute of Neuropharmacology, Kerman University of Medical Sciences, Kerman, Iran
(1 ) “Medical Informatics Research Center,” and “Medical Library & Information Department, Medical Management and Information Faculty”, Kerman University of Medical Sciences, Kerman, Iran
(2 ) Education & Psychology Department, Payame Noor University (PNU), Kerman, Iran
(3 ) Deputy of Food & Drug, Kerman University of Medical Sciences, Kerman, Iran
(4 ) Student’s Research Committee, Kerman University of Medical Sciences, Kerman, Iran
Correspondence
Article History
Received: September 2, 2014Accepted: January 31, 2015
ePublished: March 15, 2015
ABSTRACT
Aims
According to the development of e-learning and its high efficiency on the development of Iran’s universities, level of knowledge and the attitude of the students to this modern method of education and indeed students’ skills in using it needed to be assessed to improve the quality and quantity of universities’ education. This study aimed to determine the attitude, knowledge and skill of medical students toward e-learning at Kerman University of Medical Sciences.
Materials & Methods In this descriptive cross-sectional study that was performed in 2013, 196 students of Kerman University of Medical Sciences were selected using proportional stratified sampling method. The research instrument was a valid and reliable questionnaire. Data were analyzed using Pearson correlation coefficient, ANOVA and independent T tests by SPSS 19 software.
Findings The level of knowledge and skill of the students toward e-learning was “moderate” and their attitude was “high”. There were significant relationships between knowledge and skill (p=0.001; r=0.82) and also knowledge and attitude (p=0.001; r=0.37) but there was no significant relationship between skill and attitude (p=0.35; r=0.82). The scores of knowledge and skill were significantly different according to sex, but attitude had no significant difference with sex.
Conclusion Kerman University of Medical Sciences’ students have a positive attitude to e-learning but according to their moderate knowledge and skills, performing this method of learning is not welcomed in this university.
Materials & Methods In this descriptive cross-sectional study that was performed in 2013, 196 students of Kerman University of Medical Sciences were selected using proportional stratified sampling method. The research instrument was a valid and reliable questionnaire. Data were analyzed using Pearson correlation coefficient, ANOVA and independent T tests by SPSS 19 software.
Findings The level of knowledge and skill of the students toward e-learning was “moderate” and their attitude was “high”. There were significant relationships between knowledge and skill (p=0.001; r=0.82) and also knowledge and attitude (p=0.001; r=0.37) but there was no significant relationship between skill and attitude (p=0.35; r=0.82). The scores of knowledge and skill were significantly different according to sex, but attitude had no significant difference with sex.
Conclusion Kerman University of Medical Sciences’ students have a positive attitude to e-learning but according to their moderate knowledge and skills, performing this method of learning is not welcomed in this university.
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[2]Blinco K, Mason J, McLean N, Wilson S. Trends and Issues in E-Learning Infrastructure Development [Internet]. A White Paper for alt-i-lab 2004 prepared on behalf of DEST (Australia) and JISC-CETIS (UK) [Cited 2015, Feb 7]. Available from: http://www.imsglobal.org/altilab/altilab2004/Altilab04-Trends-Issues.pdf
[3]Jokar A, Khase A. Informational resources as a supporting systems in electronic education: Electronic students of Shiraz University as a case study. Res Plan High Educ. 2007;13(1):91-116. [Persian]
[4]Della Corte F, La Mura F, Petrino R. E-learning as educational tool in emergency and disaster medicine teaching. Minerva Anestesiol. 2005;71(5):181-95.
[5]Saberian M. Principle of planning for education. Tehran: Boshra Publication; 2006. [Persian]
[6]Pashaee M, Modabberi Kalyani R, Sheikh Zadeh Marand M. Role of new technologies in medical continual training. Int J Inform Secur Syst Manag. 2011;1(1):29-33.
[7]Fathnejad F, Mokhtari A. Virtual education: The third generation. Tadbir. 2007;18(183). [Persian]
[8]Dargahi H, Ghazi Saidi M, Ghasemi M. The role of e-learning in Medical Sciences Universities. Payavarde Salamat. 2008;1¬(2):20-9. [Persian]
[9]Emami H, Aghdasi M, Asusheh A. Electronic learning in medical education. Pajouhesh. 2009;33(2):102-11. [Persian]
[10]Azizi F. Medical education: Mission, vision, and challenges. 1st ed. Tehran: Education and Student Department, Shahid Beheshti Medical University; 2003. [Persian]
[11]Emami H, Aghdasi M, Asousheh A. Electronic learning in medical education. J Shahid Beheshti Univ Med Sci. 2009;33(2):102-11. [Persian]
[12]Ruiz GJ, Mintzer MJ, Leipzig RM. The impact of E-learning in Medical Education. Acad Med. 2006;81(3):207-12.
[13]Grant JR. Changing postgraduate medical education: a commentary from the United Kingdom. Med J Aust. 2007;186(7 Suppl):S9-13.
[14]Ostadzade Z. Open university and distance education. Rahyaft. 2003;28(1):97-106. [Persian]
[15]Hewitt-Taylor J. Facilitating distance learning in nurse education. Nurse Educ Pract. 2003;3(1):23-9.
[16]Yaghoubi J, Malek Mohammadi I, Iravani H, Attaran M. Desired characteristics of faculty members and students in E-learning in higher education of Iran: Virtual students’ viewpoint. Q J Res Plan High Educ. 2008;14(1):160-73. [Persian]
[17]Moghadasi J, Norouz zadeh R. Survey and comparison of knowledge, attitude and skill level of the Master students of information technology management using virtual and traditional education in Islamic Azad University. J Cult Manag. 2010;3(6):95-106. [Persian]
[18]Mirzaei M, Ahmadipour F, Azizian F. Viewpoints of students of Shahid Sadoughi University of Medical Sciences towards e-learning in teaching clinical biochemistry. J Med Educ Dev. 2012;7(2):67-74. [Persian]
[19]Harirchian SM, Yarmohammadian MH, Bahrami S, Bahadorani M, Soleimanian M. Web- based Education; Study of Knowledge, Attitude and Practice of Faculty Members Isfahan University of Medical Science. Health Inf Manag. 2000;7¬(3):243-50. [Persian]
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[21]Vafaee Najar A, Mohammadi M, Khiabani B , Ibrahimpour H. Attitude and Performance of Faculties Towards the Implementation of the Electronic Learning System (ELS) in Mashhad University of Medical Sciences (MUMS) in 2009. Iran J Med Educ. 2011;11(2):120-7. [Persian]
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[25]Al-Qahtani AAY, Higgins SE. Effects of traditional, blended and e-learning on students’ achievement in higher education. J Comput Assist Learn. 2013;29:220-34.
[26]Duplaga M, Zielinski K, Ingram D. Transformation of health-care with information technologies. Netherland: Ios Press; 2004.
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[28]Anderson MB. A guide to the 130 reports in this snapshot supplement to academic medicine. Acad Med. 2000;75(9Suppl):Sx-Sxiv.
[29]Eslaminejad T, Masood M, Ngah NA. Assessment of instructors’ readiness for implementing e-learning in continuing medical education in Iran. Med Teach. 2010;32(10):e407-12.
[30]Latifnejad Roudsari R, Jafari H, Hosseini BL, Esfalani A. Measuring students' knowledge and attitude towards E-learning in Mashhad University of Medical Sciences (MUMS). Iran J Med Educ. 2011;10(4):364-73. [Persian]
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[32]Amin Khandaghi M, Mohammad Hosseinzadeh M. Investigating the Attitude toward electronic learning. J Res Educ System. 2011;5(13):141-45. [Persian]
[33]Mohammadi SD, Hosseini SM, Shaban Ali Fami H, Rajab Beigi M, Eisaei MT. An analysis of the attitudes of instructors towards E-Learning in agricultural Applied-Science education in Iran. Iran J Agric Econ Dev Res. 2008;39(1):99-109. [Persian]
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[35]Hussain I. A study of student’s attitude towards virtual education in Pakistan. Turkish J Distance Learn. 2007;8(2):69-79.
[36]Zolfaghari M, Negarandeh R, Ahmadi F. The evaluation of a blended E-learning program for nursing and midwifery students in Tehran University of Medical Sciences. Iran J Med Educ. 2011;10(4):398-409. [Persian]
[37]Mitra A. Categories of computer use and their relationships with attitudes toward computers. J Res Comput Educ. 1998;30(3):281-95.
[38]Liaw SS, Huang HM. An investigation of user attitudes toward search engines as an information retrieval tool. Comput Human Behav. 2003;19(6):751-65.
[39]Liaw SS, Huang HM. A study of investigating learners’ attitudes toward e-learning. 5th International Conference on Distance Learning and Education; Singapore: 2011, May 28-32.