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The role of e-learning in Medical Sciences Universities
H Dargahi, M Ghazi Saidi, M Ghasemi,
Volume 1, Issue 2 (2-2008)
Abstract

Background and Aim: Ever-increasing development of access to appropriate software and hardware for e-learning especially development of worldwide web has suggested new horizons for educational institutes. It is much important in medical sciences, because Medical Sciences deal with the health of human beings. Since beside issues related to education, research and information production, appropriate treatment of the patients is possible through having up to date and new information as well. For this reason Medical Sciences utilize information technology as soon as possible in order to prepare essential information for physicians quickly. This article discusses the role of e-learning in Medical Sciences universities.

Materials and Methods: in this literature review article, gathering information has been done by using paper and paperless documents related to the topic.

Results: For implementing of e-learning in Medical Sciences organization there should be some infra-structures, standards and skills which are to be noted prior to commencing e-learning. These     infra-structures, standards and skills play a special role in successful implementation of e-learning.

Conclusion: Regarding the advantages of e-learning naturally possesses, there is no doubt in necessity of developing Medical Sciences e-learning. But the ways of efficient access to this sort of education is much more important. So, it is recommended that by comparing the existing process in the world and using the experiences of prominent countries in this field, the most appropriate method be chosen and applied.

 


Comparing E-learning and Lecture-Based Education in Control of Nosocomial Infections
Mina Sadat Hashemiparast, Roya Sadeghi, Mohammadreza Ghaneapur , Kamal Azam , Azar Tol ,
Volume 10, Issue 3 (7-2016)
Abstract

Background and Aim: Effective educational programs, is one of the most basic methods in prevention of Nosocomial infection. This study aimed to compare the effects of E-learning versus lecture-based education in prevention of Nosocomial infections among hospital staffs.

Materials and Methods: A randomized pre and posttest control group design was conducted on 98 hospital staffs in 2013 after allocating into two groups of "lecture-based education" and "E-learning”. Data were collected by a researcher-made questionnaire which its validity and reliability was confirmed by a pilot study. Wilcoxon, Paired and Independent sample T-test was conducted using SPSS, version18.

Results: There was a significant difference for outcomes before and after education based on two approach of lecture-based (p=0.01) and E-learning (p=0.01).The mean and standard deviation of knowledge in lecture-based education and E-learning group were 12.73± 2.76, 11.50 ± 2.64 respectively. The level of knowledge in the lecture group was significantly higher than that of participants in the E-learning group (p=0.02).

Conclusion: Despite the effectiveness of E-learning in learning and raising awareness of the learners, using of this method among health-related organizations need to empower employees, remove the barriers and suitable infrastructure.


Comparison of E-learning and Traditional Students Considering Academic Self-Regulation and Academic Achievement
Badri Razeghi, Haideh Saberi,
Volume 11, Issue 1 (5-2017)
Abstract

Background and Aim: E-learning would provide learners with this opportunity. In this study we compared self regulation and academic achievement in traditional and virtual students.
Materials and Methods: This was a cross sectional study among 49 face to face and virtual master students of virtual school of Tehran University of Medical Sciences in 2015, in which the O Nil & Hong’s valid and reliable questionnaire was used to assess self regulation. Also we assessed academic achievement by students' courses mean scores. Data were analyzed by SPSS version 21. 
Results: Forty seven students participated in the study. There was no difference between groups considering sex and age. Traditional and virtual students' scores were significantly different only in the “self assessment” factor (P-value= 0.050). There was no difference in other factors of self regulation or academic achievement.
Conclusion: Results of this study showed that e-learning is at least as effective as face to face teaching. On the other hand in some cases has more effects on self regulation factors. So considering e-learning advantages, it is recommended to be used as a suitable substitute. 


Factors Influencing the Creation and Development of E-Learning from the Viewpoint of Zahedan University of Medical Sciences Students
Arman Bahari, Behnoosh Moody,
Volume 15, Issue 4 (10-2021)
Abstract
Background and Aim: Increasing the use of smartphones, improving the state of World Wide Web, and also the need for flexibility in the education process have made the implementation of e-learning in human society inevitable, eliminated time and space limitations, and provided equal education. However, the pace of its creation and development, especially in universities and higher education centers in developing countries such as Iran, is very slow. Therefore, the present study aims to investigate the factors affecting the creation and development of e-learning from the viewpoint of students of Zahedan University of Medical Sciences.
Materials and Methods: This is an applied and descriptive-survey study. The sample includes 313 students studying at Zahedan University of Medical Sciences during 2016-2017, who were selected by simple random sampling. Data were collected using a researcher-made questionnaire and analyzed using statistical tests and SPSS software.
Results: The findings show that the six selected factors of this study affect the creation and development of e-learning from the viewpoint of Zahedan University of Medical Sciences students. From the highest to the lowest effect, these factors include the quality of information and content (4.25), learners’ willingness (4.11), system quality (4.10), facilitators (4.05), student-professor interaction (3.98) and professor quality (3.84).
Conclusion: According to the findings of the present study, it can be concluded that policy makers and university administrators, considering the importance of each factor, invest and develop e-learning to provide better services to students and faculty. 

Examining the Life Experience in Students of Hamadan University of Medical Sciences toward E-Learning in Covid-19 Crisis: A Study with Phenomenological Approach
Ashraf Dehghani, Maryam Ghanbari Khoshnood, Somayeh Amini Sarteshnizi, Arezoo Farhadi,
Volume 17, Issue 1 (3-2023)
Abstract
Background and Aim: The emergence and continuity of Corona has forced universities and higher education centers to change their educational strategy to take appropriate and consistent action to improve their educational programs. Due to the importance of e-learning and e-learning in response to these conditions, the present study investigated the experience of students of Hamadan University of Medical Sciences from e-learning in the Covid-19 crisis condition.
Materials and Methods: This was a qualitative research with an interpretive phenomenological approach. The purposeful sampling method was used. Semi-structured interviews were used to collect data. After the thirteenth interview, the theoretical saturation of the data was achieved and the interview process with the sixteenth person was completed. In order to analyze the text of the interviews, the Colaizzi method was used.
Results: From the analysis of the obtained data, three main themes: “Communication and interaction” with five sub-themes (lack of proper interaction between student/professor and student/student, lack of motivation, security and mental health, knowledge sharing and efficiency atmosphere in time and cost), “Management of time and learning style” with six sub-themes (low quality of teaching, stress, access and provision of resources, exam health, gaining experience and skills and opportunity to learn again and innovation in education) and “Infrastructure and technical facilities” were extracted with three sub-themes (weak support, ignoring educational equality and promoting media literacy). Weak interaction between professor and student, increasing level of anxiety and individual responsibility to achieve success in learning and weak technical and management infrastructure were the main challenges obtained from these three themes. Providing a platform for research, self-regulation and self-management in learning, increasing the knowledge and skills of information and communication technology are among the opportunities that are included in these themes.
Conclusion: The results of the current research require attention to the approach of interaction and communication between the learner and the learner, to review the methods of teaching and skill-learning, to improve the quality of electronic learning and to prepare suitable infrastructures for optimal use of electronic learning. 

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