Assessing the Students' Learning and Satisfaction of the Face-to-Face Teaching or Hybrid Learning of Rheumatology

 The development of different approaches to e-learning at various levels, including higher education, is a reality that advanced and evolving societies face. The shortcomings of pure online e-learning are nowadays leading different educational institutions towards a hybrid educational approach. In this study, this study endeavored to examine one of these experiences in hybrid classrooms and to investigate the possible effect of applying this approach on studentschr('39') academic performance and their satisfaction with this hybrid learning method.

 This research is a quasi-experimental study. The study population of elementary medical students in the second semester was 98-97. A total of 140 people were included in the study by sampling method and were divided into two groups of 70 people in face-to-face education and 70 people in the combined education group. Satisfaction tool was a researcher-made questionnaire and the level of learning was assessed using a four-choice option at the end of the semester. Independent t-test is used to compare the means of the groups.

 The mean and standard deviation of the satisfaction score in the combined group was 72.37±10.04 and the mean satisfaction score in the training group was 66.81 9 9.9. The difference between the two groups was significant (p<0.04, t=3.29). The mean and standard deviation (end-of-semester test score) were 15.73±4.13 in the face-to-face training group and 17.49 08 5.08 in the combined education group and were significantly higher than the face-to-face training group (p<0.02) , t=2/24).

 The findings revealed the level of satisfaction and learning in the hybrid group group was significantly better than the in-person training group.