آموزش و اخلاق در پرستاری

طراحی ، اجرا و ارزشیابی آموزش مجازی دانشگاه براساس مدل تغییر کرن در دوران کووید و ارزشیابی برنامه مبتنی بر تجربه سه ساله دانشگاه علوم پزشکی جهرم

نویسندگان

1 استاد دانشگاه علوم پزشکی جهرم، دانشگاه علوم پزشکی جهرم، جهرم، ایران

2 استادیار دانشگاه علوم پزشکی جهرم، دانشگاه علوم پزشکی جهرم، جهرم، ایران

3 کارشناس دانشگاه علوم پزشکی جهرم، دانشگاه علوم پزشکی جهرم، جهرم، ایران

چکیده

مقدمه: آموزش مجازی، فرصتی بی بدیل برای رویارویی با محدودیت‌ های آموزش حضوری، تحقق آرمان آموزش برای همه و زمینه سازی برای توسعه پایدار و متوازن در کشور است. استفاده از روش‌های آموزش مجازی در علوم پزشکی، در سال های اخیر به خصوص با شیوع این بیماری در کشور افزایش قابل توجهی داشته است. این تحقیق به بیان برنامۀ آموزش و توانمند سازی استاد و دانشجو بر اساس مدل تغییر کرن و ارزیابی برنامۀ آموزشی این دوران بر اساس مدل کریک پاتریک پرداخته است .
روش کار: این پژوهش از نوع مقطعی است که در طول دو سال اجرای برنامۀ آموزش مجازی بر روی  6 گروه دانشجویی از رشته‌های مختلف آموزشی انجام گردیده است. جامعۀ پژوهش را 1000 نفر از دانشجویان مقاطع مختلف گروه های مختلف به خود اختصاص داده‌اند. طراحی آموزشی و توانمندسازی استادان و دانشجو، از طریق  مراحل تغییر و بررسی آن بر اساس مدل تغییر کرن مورد بررسی قرار گرفته است. همچنین ارزشیابی برنامه، بر اساس سطوح مختلف با استفاده از مدل کرک پاتریک در سطوح مختلف انجام گردید. همچنین در این راستا ارزشیابی به صورت کمی- کیفی از دانشجو و استاد، با استفاده از سنجش نمرات یادگیری ترمیک و مصاحبۀ فردی و گروه های متمرکز از رشته های مختلف انجام شد.
یافته ها: جهت ارزیابی اثر بخشی آموزش مجازی 341 نفر دانشجو و 56 نفر از استادان مشارکت داشته‌اند. نتایج این ارزیابی نشان داد نمرۀ رضایت دانشجویان از اثر بخشی دوره‌های آموزش مجازی، در همه حیطه های مورد سنجش با اختلاف معناداری پایین‌تر از نمرۀ استادان بوده است، نمرۀ رضایت دانشجویان در خصوص اثر بخشی دوره‌های آموزش مجازی از حداقل 51.2 مر بوط به قسمت سازماندهی مواد درسی تا حداکثر 61.7 طراحی صفحات در دورۀ آموزش مجازی و نمرات استادان، از حداقل 70.9در حیطۀ سازماندهی مواد درسی تا حداکثر 81.3 در زمینۀ طراحی صفحات در دورۀ آموزش مجازی متغیر بوده است. نمرۀ معدل دانشجو با افزایش، از مقادیر معناداری در ترم های مختلف برخوردار نبود.
نتیجه گیری: بررسی برنامۀ یاد شده، بر اساس مدل کرک پاتریک در سطوح مختلف و سپس سنجش تغییرات نگرشی/ عملکردی و رفتاری گویای آن می باشد که لازم است با به کار گیری فرصت ها و دفع تهدیدها، شرایط بهینه‌ای را برای آیندۀ آموزش ترسیم کرد. با به کار گیری تجربه های به دست آمده در این ایام به کیفی سازی آموزش و ارتقای تجربه های به دست آمده در این دوران اقدام کرد.

کلیدواژه‌ها

عنوان مقاله [English]

Design, implementation and evaluation of university virtual education based on Kern's change model in the Covid-19 pandemic and program evaluation: three-year experience of Jahrom University of Medical Sciences

نویسندگان [English]

  • leili mosalanejad 1
  • sdigheh najafipour 2
  • rezeyeh zahdi 2
  • atefeh karamzadeh 3
  • maryam sabaghi 3

1 Professor of Jahrom University of medical Sciences, Jahrom, Iran

2 Assistant professor of Jahrom University of Medical Sciences, jahrom, Iran

3 Msc of Jahrom University of Medical sciences, Jahrom, Iran

چکیده [English]

 
Introduction: Virtual education is an irreplaceable opportunity to face the limitations of face-to-face education, achieve the ideal of education for all and lay the groundwork for sustainable and balanced development in the country. The use of virtual education methods in medical sciences in recent years, especially with the prevalence of this disease in the country has increased significantly. This study expresses the training program and empowerment of teachers and students based on the Kern's change model and evaluates the training program of this period based on the Kirkpatrick Model.
Materials and Methods: This study is a cross-sectional study that was performed on 6 groups of students from different educational fields during the two years of implementing the virtual education program in Jahrom University of Medical Sciences. The research population consists of 1000 students of different fields in different group. The educational design and empowerment of professors and students has been examined through the stages of change and its review based on Kern's change model.  Also, the evaluation of the program was done using the Kirk Patrick model at different levels. Also, in this regard, quantitative-qualitative evaluation of students and professors was done by using the measurement of thermic learning scores and individual interviews and focused groups from different disciplines. The students' satisfaction score regarding the effectiveness of virtual education courses is from a minimum of 51.2 related to the organization of course materials to a maximum of 61.7 in the design of pages in the course of virtual training and the grades of professors, from a minimum of 70.9 in the area of ​​organizing course materials to a maximum of 3. 81 has been variable in the field of page design during virtual education. The grade point average of the student increased, but did not have significant values ​​in different semesters.
Conclusion: Examining the mentioned program, based on the Kirkpatrick model at different levels and then measuring the attitudinal/functional and behavioral changes, shows that it is necessary to draw optimal conditions for the future of education by using opportunities and avoiding threats. By using the experiences gained during these days, he improved the quality of education and promoted the experiences gained during this period.

 

کلیدواژه‌ها [English]

  • Virtual Education
  • Covid Pandemic
  • Active Learning
  • Medical Education
  • Change
  • Evaluation
1. Moshtaghi S, Ogbehi A, Aghakasiri Z, Ahangari SAH. Evaluation of the Virtual Courses from Students and Faculty Members of Khajeh Nasir Toosi University Viewpoints Based on SCORM Standard. Dev Jundishapur Educ. 2013;3(2). 2. Roudbari M, Sohrabi Z, Nikbakht F, Shamsnia SA, Farahani AR, Keshavarzi MH, et al. The Feasibility Study Implement of Virtual Courses of Biosafety for Post- Graduates Students in Iran University of Medical Science in 2018: A short communication. Zanko J Med Sci Kurdistan Univ Med Sci. 2019;53–60. 3. Farhangi A, Yazdani H, information MH-J of, 2018 undefined. Identification of learning management systems functional areas and limitations (case study: e-learning center of university of Tehran). jitm.ut.ac.ir [Internet]. 2018 [cited 2022 May 6];10(2):331–54. Available from: https://jitm.ut.ac.ir/article_63294_8577.html 4. Farokhi M. A Survey of Tehran Refah College Students’ Evaluation of Virtual Education in the Corona Period. Bi-quarterly Sci J Relig Commun. 2021;28(1):246–72. 5. Jafari fart Z, Khorasani A, Rezaei Zadeh M. Identifying and ranking learners’ challenges in a virtual human resource development environment. Sci J Educ Technol. 2017;11(2):85–104. 6. Kian M. Challenges of Virtual Education: A Report of What Are Not Learned. Challenges of e-learning. 2013;5(3):11–22. 7. Ghorbankhani M, Salehi K. Representing the Challenges of Virtual Education in the Iranian Higher Education System: A study by phenomenological method. Q J Inf Commun Technol Educ Sci. 2016;7(2):123–48. 8. Zehry K, Halder N, Behavioral LT-P-S and, 2011 U. E-Learning in medical education in the United Kingdom. Elsevier [Internet]. 2011 [cited 2022 May 6];11:3163–7. Available from: https://www.sciencedirect.com/science/article/pii/S1877042811008111 9. Azizi A, Zarabian F. The effect of teaching - learning combined (traditional and mobile) and (traditional blogs and forums) on achievement motivation ninth grade students (selection lessons, civics). Res Curric Plan. 2018;15(31):39–49. 10. Keshavarzi Z, Akbari H, Forouzanian S, Sharifian E. Comparison the Students Satisfaction of Traditional and Integrated Teaching Method in Physiology Course. Bimon Educ Strateg Med Sci. 2016;8(6):21–7. 11. Firoozehchian F. The Use of Podcast in Education ، a New Approach in Development of E-learning. Res Med Educ. 2016;8(1). 12. Zolfaghari M, Mehrdad N, Parsa Yekta Z, Barough, Salmani N, Bahrani N. The Effect Of Lecture And E-Learning Methods On Learning Mother And Child Health Course In Nursing Students. Iran J Med Educ. 2007;7(1):31–7. 13. Sedghpour S, Mirzaei S. Attitudinal challenges of faculty members in e-learning. J Technol Educ. 2008;2(4):277–87. 14. Mahjub H, Peivand M. Virtual education, a new and challenging experience: Corona pandemic in the most deprived province of the country. Dev Educ Med J. 2021;15(4):294–6. 15. Sadeghi Mahali N, Arsalani N, Rad M, Nematifard T, Khaki S, Fallahi-Khoshknab M. Comparison of Virtual Education Challenges in Nursing Before and After COVID-19; A Systematic Review. Iran J Syst Rev Med Sci. 2021;2(1):81–103. 16. Mosalanezhad L, Atashpoor S, Kalani N. What do medical students want to learn in the Corona Crisis Curriculum? Expressing Students’ Expectations and Strategies. J Educ Ethics Nurs. 2021;10(1–2):4–11. 17. Sadeghlou A. Challenges and opportunities of education in e-learning and proposed solutions for promotion Students’ physical and mental health. Third Natl Conf Prof Res Psychol Couns with a Teach Perspect. 2021; 18. Bel A. The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian J Distance Educ. 2020;15(1):127–143. 19. Bozkurt A, Sharma RC. Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian J Distance Educ. 2020;15(1):i–vi. 20. Crick T, Knight C, Watermeyer R, Goodall J. An overview of the impact of COVID-19 and” emergency remote teaching” on international CS education practitioners. Proc 52nd ACM Tech Symp Comput Sci Educ. 2021;1288–98. 21. Mohmmed AO, Khidhir BA, Nazeer A, Vijayan VJ. Emergency remote teaching during Coronavirus pandemic: The current trend and future directive at Middle East College Oman. Innov Infrastruct Solut. 2020;5(3). 22. Rahim AFA. Guidelines for online assessment in emergency remote teaching during the COVID-19 pandemic. Educ Med J. 2020;12(2):59–68. 23. Goudarzian, M.Yamani, N.Amini, M.Abazari P. Curriculum Development for Postgraduate Diabetes Nursing Program based on Kern’s Curriculum Planning Model in Iran. JME/ Spec Issue Innov Transform Med Educ. 2017;17(8):89–99. 24. Ghorbandoodt, R. Zeinabadi , HR. Shabani Shafiabadi, M. Mohammadi Z. Evaluation of in-service training course of nurses and midwives (Neonatal resuscitation) using kirkpatrick ’s model. Res Med Educ Guilan Univ Med Sci. 2020;12(3):4–11. 25. Dehghani, MH. Dehghani Tafti, A. Raadabadi M. The Effectiveness of Training Courses on Cardiopulmonary Resuscitation (CPR) Based on Kirkpatrick Model. J Nurs Educ. 2019;8(3):34–8. .‎ 26-Ranjbar Kouchaksaraei S, Rohaninasab M, Nikjo P, Jannati Y. The education users’ opinion about the E-learning in Covid-19 pandemic in the world: a review study. Clinical Excellence. 2021 Mar 10;10(4):41-51. 27-Patelis N, Bisdas T, Jing Z, Feng J, Trenner M, Nugroho NT, Reis PE, Elkouri S, Lecis A, Karam L, Le Roux D. Vascular e-Learning during the COVID-19 pandemic: the EL-COVID survey. Annals of vascular surgery. 2021 Sep 1. 28-Pettitt-Schieber B, Kuo M, Steehler A, Dong A, Fakunle O, Manalo T, Mercury O, Simpson F, Guissé N, Studer M, Poirier MV. Implementation and evaluation of eight virtual surgical electives for medical students during the COVID-19 pandemic. The American Journal of Surgery. 2021 Aug 1;222(2):248-53. 29-Wilcha RJ. Effectiveness of virtual medical teaching during the COVID-19 crisis: systematic review. JMIR medical education. 2020 Nov 18;6(2):e20963. 30-Sani I, Hamza Y, Chedid Y, Amalendran J, Hamza N. Understanding the consequence of COVID-19 on undergraduate medical education: Medical students’ perspective. Annals of medicine and surgery. 2020 Oct 1;58:117-9. 31-Jeong L, Smith Z, Longino A, Merel SE, McDonough K. Virtual peer teaching during the COVID-19 pandemic. Medical Science Educator. 2020 Dec;30(4):1361-2. 32-Hajizadeh A, Azizi G, Keyhan G. Analyzing the opportunities and challenges of e-learning in the Corona era: An approach to the development of e-learning in the post-Corona. Research in Teaching. 2021 Mar 21;9(1):204-174. 33-Sadati L, Nouri Z, Hajfiroozabadi M, Abjar R. Faculty Members’ Experiences About Virtual Education Opportunities and Challenges During The Covid-19: A Qualitative Study. J Med Educ Dev. 2021; 14 (42) :1-10.URL: http://zums.ac.ir/edujournal/article-1-1457-fa.html 34-Farokhi M. A Survey of Tehran Refah College Students' Evaluation of Virtual Education in the Corona Period. Religion & Communication. 2021 Aug 23;28(59):274-47. 36-Rajab Dizavandi F, Heydari A. Challenges to Online Education in Medical Education during the COVID-19 Pandemic. Medical Education Bulletin. 2022 Feb 1;3(1):393-401. 35-Mosalanezhad L, Atashpoor S, Kalani N. What do medical students want to learn in the Corona Crisis Curriculum. Expressing Students' Expectations and Strategies. J Educ Ethics Nurs. 2021;10(1):4-11.
آموزش و اخلاق در پرستاری
دوره 11، 1-2
فروردین 1401
صفحه 27-38