Zohre Abbaszade Molaei, Aeen Mohammadi, Manijeh Hooshmandja,
Volume 18, Issue 5 (11-2024)
Abstract
Background and Aim: With the advancement of information technology in the new century, changes are experienced in all aspects of life. One of the reflections of these changes in education is conducting exams electronically instead of paper-and-pencil examinations. The success of virtual education is not achievable without considering the students’ viewpoints towards it. This study aimed to investigate the attitude and performance of students in online exams and their relationship with academic achievement.
Materials and Methods: This research is a mixed-method study (qualitative-quantitative). First, all related articles published, between 2000 to 2022, were extracted from ERIC, PubMed, ScienceDirect databases, and the Google Scholar search engine. Then, the attitude and performance questionnaire was designed and validated based on the literature review results. All BSc and MSc. nursing and midwifery students of Sarivar Nassibeh School filled out the questionnaire. Two hundred and five questionnaires were analyzed with SPSS using descriptive (mean and standard deviation) and inferential (t-test) statistics.
Results: Based on a content analysis of 15 selected articles, the extracted components were structured into 12 items. A preliminary questionnaire was designed with 28 questions across these 12 extracted components. Face validity was assessed using expert opinions, and necessary revisions were made. Both the Content Validity Index (CVI) and Content Validity Ratio (CVR) coefficients were employed for content validity. The final questionnaire comprised 22 items using a five-point Likert scale, ranging from strongly agree (score 5) to strongly disagree (score 1), with an internal consistency of 0.69. Exploratory factor analysis revealed that the questionnaire has six factors: “validity and accuracy”, “technical problems”, “types of questions and announcing the results”, “technique and simplicity”, “motivation and anxiety”, and “speed and error recording” that explain 60.88 percent of the total variance. Correlation results indicated no relationship between students’ attitudes and performance toward electronic examinations and academic achievement (r = 0.055, P-value = 0.432). There was a significant difference between male and female groups, BSc. and MSc. nursing and midwifery students, and semester of study.
Conclusion: The tool for measuring students’ attitudes and performance towards electronic exams has acceptable validity and reliability. This tool can be used to assess online exams and improvement plans.
Mohammad Ahmadian, Zahra Molaei, Monireh Rahimkhani, Shaban Alizadeh, Fariba Nabatchian, Nasrin Dashti, Hamid Choobineh, Bahram Nikmanesh, Yoosef Erfani, Mehdi Zavvar, Reza Afrisham, Ziba Majidi, Alireza Latifi, Mohammad Ebrahimi Siahboomi, Azade Omidkhoda,
Volume 20, Issue 1 (4-2026)
Abstract
Background and Aim: Preparing laboratory sciences students for clinical internship requires enhancing practical skills and effective review of theoretical topics taught in the early years. This study aimed to design, implement, and evaluate a summer school for laboratory skills to improve students’ preparedness before entering clinical internships.
Materials and Methods: This study was conducted over two consecutive academic years (2022–2023 and 2023–2024) at the School of Allied Medical Sciences, in collaboration with the Departments of Laboratory Sciences, Hematology and Blood Transfusion, and Medical Information Sciences. Educational needs were identified through literature review and unstructured interviews. Subsequently, six specialized hands-on workshops were designed and conducted, covering Hematology and Blood Banking, Biochemistry, Immunology and Serology, Microbiology, Parasitology, and Hormone Assays. The quality of the courses was assessed with a researcher-made questionnaire. The questionnaire was designed based on a literature review and considering the research objectives. The face and content validity of this questionnaire was qualitatively reviewed and confirmed by experienced teachers (5 members of the faculty of the Laboratory Sciences Department), and its reliability was calculated and confirmed based on Cronbach’s alpha coefficient of 0.92. The questionnaire items measured the level of student satisfaction with a 5-point Likert scale from completely disagree (1) to completely agree (5). Statistical analysis was performed using SPSS statistical software. The effect of the courses on the students’ competence after the internship was also measured with the questionnaire.
Results: Based on the results of the questionnaires completed by the students, 93.3% of the participants expressed their satisfaction with the overall implementation of the summer school. Further details showed that 91.6% of the students believed that the summer school was effective in improving their practical skills. Also, 78.8% of the participants gave a positive rating to the educational environment provided for practical learning, and 93.9% expressed their satisfaction with the supervision and feedback provided by the professors. Based on the results of the questionnaires after the end of the 12-unit internship, on average, 77.7% of the students stated that participating in the summer school increased their self-confidence and ability to perform laboratory tests during the internship. Also, 66.6% of the participants evaluated the course as an effective factor in improving their readiness to enter the clinical hospital environment. More than 90% considered the workshops useful for consolidating knowledge.
Conclusion: It seems that the summer school increased students’ satisfaction and preparedness for entry into the clinical environment. It is recommended that such programs be integrated into the laboratory sciences curriculum.
