جستجوی مقالات مرتبط با کلیدواژه « virtual education » در نشریات گروه « پزشکی »

The requirement for virtual education during the COVID-19 epidemic and the rapid shift from face-to-face to fully virtual instruction has confronted professors and students with numerous challenges. Accordingly, the present review study examines the challenges and barriers faced by professors in virtual education during the COVID-19 era in Iran.

For this purpose, international databases including Web of Science, PubMed, Scopus, and Persian databases including SID, Magiran, and the Iran Medical Research Articles database, as well as the Google Scholar search engine, were searched using keywords related to Covid-19, virtual education, challenges, barriers, and Iran until January 1, 2022. Inclusion criteria were original articles that examined the challenges of professors in virtual education during the COVID-19 era in Iran from the perspective of professors and educators.

A total of 14 articles were included in the study. The results showed that the most important challenges or obstacles in virtual education during the COVID-19 epidemic are infrastructural and technical obstacles, lack of interaction and participation between students and professors in the class, lack of appropriate lesson plans and effective evaluation systems, lack of skills in using virtual and computer education tools, high costs of purchasing equipment, and the occurrence of physical, mental, and psychological problems among learners.

Based on the results of this study, it is necessary for relevant organizations and institutions to consider training professors and students to use and apply virtual education tools, as well as upgrading and strengthening appropriate virtual education infrastructure.

With the outbreak of the coronavirus and the disruption of the normal state of human life and death, the most social, economic, political, and especially educational activities changed to virtual communications.

The present study was planned with the aim of assessing the effectiveness rate of adopting Learning Management System (LMS) among students. A questionnaire method was used to obtain the perception and opinion of students of different courses and levels. The efficiency of LMS in seven different components was evaluated. The t-student test was employed to evaluate statistical results.

The results of statistical analysis has been interpretated based on the mean and standard deviation of each studied components. Except for exercises and assignments, other components were less than the average limit. The value of the univariate t-statistic was determined to be less than 1.65 (standard t-value) for all components except exercises and homework. Also, considering that the p-value level for all components (< 0.001), it is concluded that there was a significant difference in the answers of all research questions.

The results can be used to resolve the challenges of E-learning. Due to the prolongation of the outbreak of Covid-19 and the intensification of its consequences such as increasing demand for E-learning, the need for continued economic activities, and employing new tools and more effective use of IT will be necessary.

Virtual education has flourished during the COVID-19 pandemic. This study was carried out in order to determine the satisfaction of lecturers from virtual education during the COVID-19 epidemic in Paramedical, Nursing, Midwifery, Health, and Dentistry Faculties of Rafsanjan University of Medical Sciences in 2020-2021.

In this descriptive study, the research population consisted of 100 teachers who taught in the mentioned faculties in 2020-2021. The data collection tool was a researcher-made questionnaire that was compiled by at least 10 experts in the field of education and investigated using content validity ratio (CVR) and content validity index (CVI). Data were analyzed using independent t-test, one-way analysis of variance, and Tukey's post hoc test.

41 people (41%) of the teachers stated that they continue virtual education after the COVID-19 epidemic and 89 people (89%) considered the speed of the internet as the most important problem of virtual education. The average satisfaction score in the age group of 30-40 years and in the teaching experience of less than 5 years and the scientific rank of professor was significantly higher than the average score of other groups (p<0.05).

The findings of the study showed that the overall satisfaction of teachers with virtual education is at an average level. From the teachers' point of view, some aspects of virtual education including the level of interaction with the student, providing and receiving feedback, and formative and cumulative evaluation of the student need to be improved. Therefore, upgrading the infrastructure and empowering teachers to improve the quality of virtual education seems necessary.

Considering the high prevalence of upper cross syndrome among teachers, it is necessary to always provide selected corrective exercises to increase productivity. One of the methods of providing corrective exercises in special conditions is virtual education. The purpose of the current research was to compare the effect of a course Sahrmann's corrective exercises at Present and virtual on the upper cross syndrome of femalee Teachers.The present study was a randomized clinical trial with a pre-test and post-test design. The number of 60 volunteer teachers who had the conditions to participate in the study according to the entry criteria were randomly divided into three groups of 20 people for present (with an average age of 45.90±3.07), virtual corrective exercises (with an average age of 43.30±4.84) and control group (with an average age of 42.70±5.11). Neck pain and disability were measured by scale questionnaire (NPDS), shoulder pain and disability by index questionnaire (SPADI), forward head angle, forward shoulder angle and uneven shoulder angle by photography method and AutoCAD software and kyphosis angle by Kyphometer. In the statistical analysis, after confirming the normality of the data, the parametric ANOVA test and in case of significance Bonferroni's post hoc test were used. \The nonparametric Kruskal-Wallis test and  U-Man-Whitney test with Bonferroni correction were used if the condition of normality has not been met.The results of the research showed a significant difference between the control and two present and virtual training groups in all evaluation variables: angles of forward head, shoulder forward on the right side and left side, uneven shoulder on the right side and left side, neck pain and disability, kyphosis angle and shoulder pain and disability (p=0.001). There was a significant difference in the kyphosis angle and shoulder pain and disability variables in the comparison between the two present and virtual training groups (p=0.001). However, no significant difference was observed in other variables.Virtual corrective exercises using the various solutions presented achieved a result close to the present exercises. Considering the importance of teachers' health and the priority of rehabilitation goals in them, it is possible to recommend the use of virtual training in emergency cases that prevent present training.

Falling can have significant negative consequences on the health and quality of life of older adults. This study aims to assess the effect of online self-care education on the knowledge, attitude and practice of older adults in preventing falls at home.

This is a quasi-experimental study with a pre-test/post-test/follow-up design that was conducted on 120 people aged ≥65 years referring to comprehensive health centers in the south of Tehran, Iran, in 2021. A researcher-made questionnaire was completed by the participants before, immediately after, and three months after the intervention. The intervention was a virtual self-care educational program for fall prevention at home. Data analysis was done in SPSS software, version 26 using descriptive statistics (such as Mean±SD) and analytical tests including independent t-test, Mann-Whitney U test, and chi-square test.

About 22% of the elderly had a history of falling in the past year. Immediately after the intervention, the mean scores of knowledge, attitude, and practice were 18.39±2.86, 14.99±2.51, and 13.76±3.1, respectively, which were significantly higher than the pre-test scores (P<0.001). Three months after the intervention, the mean scores of knowledge, attitude, and practice were 18.18±1.14, 14.91±1.57, and 9.06±2.78, respectively, which were significantly higher than the pre-test scores (P<0.001).

Online self-care education for fall prevention at home can significantly increase the knowledge, attitude, and practice of the elderly and reduce the risk of falling.

With the spread of COVID-19 around the world, governments were forced to close scientific institutions and universities to control the spread of the disease, so these factors required them to use virtual education in an unprecedented way. Increasing the use of this type of education caused an increase in stress among students and somehow affected their academic motivation. Therefore, the present study was conducted with the aim of the comparison of perceived stress and academic motivation of students under virtual education in different fields of Baqiyatallah University of Medical Sciences.

The present study is a descriptive cross-sectional study that was conducted from 2020 to 2021 at Baqiyatallah University of Medical Sciences among 300 students. To collect information, three demographic questionnaires, Cohen's perceived stress and, Harter's academic motivation were used, which were collected virtually and analyzed with the help of SPSS 22 software.

(70.2%) of students had a high level of academic motivation and (83.4%) reported a high level of perceived stress. Pharmacy students had the highest medical students had the lowest level of perceived stress, and dental and medical students had the highest and lowest levels of academic motivation, respectively.

According to the results of this study, most of the students under virtual education had experienced severe perceived stress, and high academic motivation.Therefore, by making appropriate decisions and planning, it is possible to prevent the occurrence of psychological disorders caused by high stress as well as the educational pressure of students and increase the quality of their learning.

 Following the spread of the COVID-19 epidemic and the importance of using new educational strategies in learning activities, the present study was conducted to compare the effect of teaching mental health nursing courses in a virtual and hybrid way on nursing students' learning.

  An experimental study was conducted as a post-test on the fourth-semester nursing students in two subject groups (combined and virtual online through the Adobe Connect platform) at the end of the mental health course, with the assessment of the corresponding course grade. Randomization was done by the block method. The data collection tool was a demographic and background profile questionnaire. Data analysis was analyzed with SPSS-19 software with one-way blinding (analyzer) in two stages. In all analyses, a significance level of less than 0.05 was considered.

 In general, no significant difference was observed between the two groups of participants of virtual training and combined training in terms of contextual variables and overall grade point average. The mean and standard deviation of the student's scores from the mental health nursing course in the combined and virtual learning groups are 14.03 ± 3.22 and 14.05 ± 1.54, respectively. The univariate analysis showed that the student's grades from the mental health nursing course showed a significant relationship with the overall grade point average (in the combined education group) and the level of satisfaction with the instructor (in the online education group). In the multivariate analysis, the only factor affecting the students' grades from this course was the student's overall grade point average. It has been from past semesters.

Combined education in mental health nursing education has the same effect on students' learning. The combined education approach can be a powerful tool to supplement traditional education,

The epidemic of corona disease in all the countries of the world, due to its vague, unpredictability and uncontrollable nature, has provided the ground for the spread of all kinds of behavioral and psychological problems.The present study was conducted with the aim of investigating the structural relationships of virtual education with students' cognitive outcome(academic performance) and considering the mediating role of psychological health and learning motivation.

Methods and Materials: 

The statistical population of this descriptive research based on structural equation modeling was all the students of Shahid Madani University of Azerbaijan (2021-2022) who were selected by the available sampling method in the number of 363 people and answered Questionnaires of attitude towards virtual education (Vatanparast et al. 2015), learning motivation (Kashifet al. 2013), general health (Goldberg, 1972) and Academic average. SPSS software was used to calculate descriptive and correlation indices, and AMOS software was used to model structural equations.  

The results of the survey showed that there is no significant relationship between Virtual education and cognitive outcome (academic performance) (effect size: -0.12 and P:0.10). According to the predicted paths, the direct effects of virtual Education on psychological health -0.45 (P<0.05), psychological health on academic performance 0.18 (P<0.05), virtual Education on learning motivation -0.23 (P<0.05), learning motivation was significant on academic performance (P<0.05) 0.34. Also, considering the mediating effect of learning motivation and psychological health  on cognitive outcome (academic performance) , the standard effect size It was -0.15 (P<0.05), which shows the significance of this indirect path.

Based on the results, it can be said that learning motivation and psychological health have a significant negative mediating role in the relationship between virtual education and cognitive outcome (academic performance).

Considering the importance of learning ethical intelligence in nursing students as the future builders of this field and the valuable role that teaching ethical principles in the narrative way, as well as considering the practicality of virtual education in all disciplines, especially medical sciences, the study aimed at determining the effectiveness of virtual teaching of ethical principles in the narrative way on the moral intelligence of nursing students. the present study was of a semi-experimental type, with 40 nursing students entering the study in the available method. Before the intervention, immediately, after and two months after the intervention, participants completed the Lennick and Kiel's moral intelligence scale. Virtual training was held in 16 training sessions. The data was analyzed with the SPSS version 18 software. The Findings showed the present study involved 40 nursing students with an age range of 18-23 years. Comparison of the average overall score of moral intelligence before intervention (155/45±17/81) immediately after intervention (161/50±17/89) and two months after intervention (162/97±15/41) indicates an increase in this score during the study, which was statistically significant(P=0/02).the present study showed that the average overall score of moral intelligence in students increased immediately after and two months after the intervention, and differed from before the intervention, which is statistically significant. Studies show that optimal moral intelligence can portray a good perspective on people's success and progress. Therefore, it is necessary for university administrators to pay special attention to ethical education with new methods, along with clinical education.

One of the important issues that we face in the corona is the use of virtual education among students. Unfortunately, apart from its positive aspects, it has also led to some immoral issues and has caused disorders in people's lifestyles. Therefore, the present study was conducted to investigate the status of academic ethics in virtual education in the period of Covid 19 in paramedical students.

In this stratified-random type Cross-sectional study, 200 undergraduate students of Gonabad University of Medical Sciences participated in the study in 1400 through internet call and Pors Line. After explaining the objectives of the study and gaining informed consent from students, the Golparvar educational ethics questionnaire was provided to them. Data after collection were analyzed using SPSS software version 20. For data analysis, Pearson correlation coefficient, independent t-test, and one-way analysis of variance were used.

The frequency distribution of students based on academic ethics score showed that 86(43%) students have a good academic ethics score and only 2(1%) students have an undesirable ethics score. The correlation between age and academic ethics was not significant (p=0.269). In terms of academic ethics, female students had higher academic ethics than males, which was statistically significant (p=0.002). Also, between different semesters, the sixth semester had statistically lower academic ethics (p=0.014).

The status of academic ethics in virtual education during the Covid 19 is moderate for paramedical students but still needs further investigation. In this regard, it is suggested that professors focus on some ethical skills and teach them to students along with the courses.

The environment governing learning is one of the most important influencing factors in education. The outbreak of corona virus (COVID-19) has led to a special attention to E-learning as an aid to break the chain of virus transmission. This study was conducted to determine the status of the learning environment of virtual education of medical students of Mashhad University of Medical Sciences (MUMS) using DELES (The Distance Education Learning Environment Survey) questionnaire.

This cross-sectional study was conducted in the academic year of 2022 at MUMS. Sampling was a multi-stage method. In this way, at first students in different educational levels (basic science, physiopathology, externship and internship) were considered. For gathering data DELES questionnaire was used. Then the link of the tool was shared in internet groups of medical students .Data were analyzed by T-test , ANOVA, Pearson correlation test  through SPSS.  In all tests p-value was less than or equal to 0.05.

A total of 202 medical students with an average age of 22.88±2.48 years were included in the study. The Mean response of participants studied the courses during the semester in the virtual environment was 49.78 ±  27.76  . The participants in the study reported the education situation to be relatively favorable, so that their satisfaction was more in the area of student independence (Relatively favorable) and less in the area of professors' support (poor). The results of the one-way ANOVA test showed that the average satisfaction score of basic science students is significantly higher than that of externship and internship students (P<0.001, F=7.861). Also, the results of the T-Student test showed that there is no statistically significant difference between students in terms of gender and marital status, but non-native students were less satisfied than native students in terms of interactions between students and colleagues (P < 0.03).

The attitude of the students towards distance education during the covid-19 epidemic in medical students of MUMS was relatively favorable or relative satisfaction. Therefore, in order to improving the situation of distance education, it is recommended to implement methods to increase the support of professors and improve their communication with students in the virtual education environment.

Anxiety in the Covid-19 period has caused significant disorders in social health dimentions in patients and healthy people in the community. To reducing the mental health crisis, the studies showed the need for psychosocial support. Internet-based interventions are an effective treatment to prevent the spread of Covid-19 depressive symptoms. This systematic review and meta-analysis study aimed to investigate the effects of mobile-based Internet education on anxiety during Covid-19.

The search was performed in Cochrane, Web of sciences, PubMed, and ScienceDirect, and the Google scholar. The keywords Covid-19" OR coronavirus " AND "Internet Use" OR" Virtual education” OR “Mobile Health” AND " Anxiety were searched. The heterogeneity index of the studies was determined using I2 test and applying of the variance of the random effect model to estimed the mean differences for anxiety. Consort tool was used to check the quality of articles.

of all the English articles evaluated and after deleting unrelated articles, 7 clinical trial articles were entered into a systematic review and meta-analysis. The results of meta-analysis showed that Internet-based education had an effect on the levels of anxiety caused by Covid-19 (20.65 = I2, P = 0.14, df = 6 Odd Ratio = 0.52, Cl (0.22-1.24). .

This study showed evidences for using Internet-based education to reduce anxiety related to Covid-19.

Emergency technicians face workplace violence and increasing occupational stress. The purpose of this study was to investigate the impact of a virtual self-management training in communication skills on occupational stress and the degree of aggression among emergency technicians.

This study involved 60 emergency technicians randomly assigned to either the intervention or control group. They completed surveys on workplace violence and occupational stress. The intervention group received six weeks of a virtual self-management training in communication skills. Data was collected after two months and analyzed using SPSS software.

The findings showed that there was no statistically significant difference between the control group (110.08±11.92) and the two intervention groups (114.39±11.25) in terms of the average occupational stress before the intervention; The average job stress score between the intervention (94.0±12,70) and control (98.81± 20,81) groups significantly differed following the intervention (p=0.034); After the intervention, the intervention group had lower verbal and physical abuse frequencies compared to the control group.

The virtual self-management communication training demonstrated the potential to reduce occupational stress but did not significantly decrease the violence towards the emergency technicians. A comprehensive training program addressing violence factors and communication techniques, implemented over a longer period, is recommended.

One of the active methods of teaching is peer education. Considering that one of the expected abilities of master's degree students in health education is teaching, this study was conducted with the aim of designing, implementing, and evaluating a virtual peer education program for students.

This study was carried out in 2021-2022 in two academic years at the Faculty of Health, Arak University of Medical Sciences, for master's students in education and health promotion in the course "Educational Technologies" based on the ADDIE educational design model. The steps of this model include analysis, design, development, implementation, and evaluation, all of which were done by the student under the supervision of the teacher. Eight virtual contents were provided by students as peer education for other students. Each content was between 30 and 45 minutes, which was compiled based on the lesson plan and educational goals. In this process, input, process, and outcome were evaluated. Four levels of Kirkpatrick's model were used to evaluate the outcome.

Eight students participated in this study. In the first level of Kirkpatrick (students' reaction), the average score was 18.17 ± 0.54. In the second level of learning, the average pre-test score was 12.5 ± 3.5 and the average final exam score was 17.95 ± 1.02. In the third level or skills, the average score for how to conduct needs assessment was 18.5 ± 0.73, from the educational design, was 18.8 ± 0.51, from the of preparation and implementation of educational content and virtual teaching was 17.75 ± 0.92 and in the fourth level of Kirkpatrick, the average skills score in virtual education to people were 18.25 ± 1.50.

Virtual peer education is an effective way to improve the knowledge and skills of and in the digital age, it can be used alongside face-to-face training. This study helped to improve the virtual teaching skills in students of health education and promotion.

Organizational agility is the ability of an organization to respond quickly to uncertain and unpredictable environmental conditions. After the COVID-19 pandemic, students had diverse experiences of providing educational services virtually. The present study was conducted to compare the educational agility status in two modes of face-to-face and virtual from the perspective of Shiraz University of Medical Sciences students.

The research method was descriptive survey on 372 students of Shiraz University of Medical Sciences in 2022 who had experienced both virtual and face-to-face education and were randomly selected from various faculties. The researcher-made questionnaire was a 5-option Likert scale that was sent electronically to the students' emails. To analyze the data, paired t-test, independent t-test, ANOVA, and Pearson's correlation test were used. The data was analyzed using SPSS 24 software.

Agility in the responsiveness (P<0.001), integrity (P<0.001), and adecuacy (P<0.001) components in the face-to-face mode was significantly higher than the virtual mode, but in the flexibility (P<0.001) and speed (P<0.001) components, the virtual environment score was significantly higher than the face-to-face mode. In general, the mean total educational agility in both environments did not have a significant difference (P=0.225). All components of educational agility had a high correlation with each other and with the total score(P<0.001).

It seems that face-to-face and virtual environments enhance some of the capabilities of educational agility. It is obvious that a combined use of both face-to-face and virtual modes can be much more effective in promoting organizational agility. Development of technology is one of the main solutions and requirements in increasing the agility of educational organizations.

During the coronavirus pandemic, e-learning is considered an essential element in educational systems. Keeping the student's effective interaction with the pharmacology course is always a serious challenge in the virtual education of this lesson. Therefore, the current study aimed to design, implement, and evaluate the virtual teaching methods of pharmacology course among medical students.

In this descriptive, cross-sectional study, 133 medical students of Rafsanjan University of Medical Sciences, who were studying pharmacology during the coronavirus pandemic in the academic year 2019-2020, were included. Then, the simplified educational content of the pharmacology course was prepared in the form of pictures along with explanatory clouds and summary tables and uploaded to the learning management system (NAVID). Supplementary written content, which complemented the educational clips of each class session, was provided to the students in order to summarize the topic and learn better. After finishing the class, an online questionnaire was completed by the students, and the data were analyzed by one-way analysis of variance and independent t-test.

There were 66 (49.6%) students of 2017 entrance and 67 students (50.4%) of 2018 entrance. The satisfaction level of the students after the evaluation through the questionnaire regarding the supplementary educational method was significantly higher than the simplified method (p<0.001). There was observed no significant difference in the level of satisfaction from both methods based on grade point average and age (p<0.05).

The design and implementation of simplified educational methods in the course of pharmacology was accompanied with satisfaction of students in online education in the time of coronavirus pandemic.

The purpose of this study is to design and validate a questionnaire for the use of MOOCs in virtual education Development in First Macro-Region Universities of Medical Sciences in Countrywide Territorial Planning.

The research method is descriptive, which was carried out in two phases of designing and checking the validity and reliability of the questionnaire in 1400. CVI and CVR methods were used to check the content validity and exploratory factor analysis was used to evaluate the structural validity. Also, its reliability was determined by Cronbach's alpha coefficient and internal homogeneity index. Also, the obtained Cronbach's alpha coefficient shows the high reliability and reproducibility of the questionnaire.

Based on the results of the questionnaire, 112 verified indicators were divided into eight main structural, educational, technological, social, managerial, individual, cultural, and evaluation dimensions. All the dimensions and indicators identified in this research have the appropriate validity and reliability to examine the model of using MOOCs in the development of virtual education in universities of medical sciences.

Considering the acceptable validity and reliability of the studied questionnaire, this tool can be used to investigate the use of MOOCs in the development of virtual education in medical sciences universities.

The aim of the research was to investigate the role of perception of curriculum elements in self-directed learning, based on the virtual trainings of Farhangian University among students of Sistan and Baluchistan province, considering curriculum elements as goal, content, method and evaluation. This research was an applied study in terms of its purpose and a descriptive and correlational one.

The statistical population of the research included all the skilled students of Farhangian University of Sistan and Baluchistan province, numbering one thousand people during the academic year 2020-2021. The number of samples was determined based on Cochran's sampling formula, 278 skilled learners, and then questionnaires were distributed among them electronically. The data collection tools were the perception questionnaires of Tatar curriculum elements (2013) and self-directed learning by Fisher et al. (2001). Descriptive statistics indicators such as mean, standard deviation and Pearson correlation and multiple regression tests were used for inferential statistics.

The findings showed a positive and significant correlation between the perception of curriculum elements and the subscales of perception of the teaching method, and perception of evaluation with the variable of self-directed learning and the sub-component of self-management; Among the elements of the curriculum, only the element of perception of the teaching method had the ability to predict self-directed learning and its different dimensions; Also, the results indicated that self-directed learning and self-control component were more favorable among female skill learners than males.

Readiness for self-directed learning was an important characteristic of individual learning in learners, which in order to plan and teach more efficiently in electronic learning environments, due to its sensitivities, should be given more attention by policy makers of educational systems and teachers.