|
Makale Özeti:
|
Instruction, even when designed and based on sound instructional principles,
oftentimes does not stimulate learners’ motivation to learn. The result may be that
learners may not be motivated to pursue lifelong learning and use the knowledge
and skills learned to deliver patient care.
The purpose of this study was to identify an appropriate integrated instructional
design model for Continuing Medical Education using electronic learning method
and compare it with traditional method. In this quasi-experimental study 60
General physicians and assistants according to the recall of Kermanshah University
of Medical Sciences in Iran and by available sampling method in two 30- staff
groups were participated. One group learned through traditional learning method
and the other group by e-learning method and by Macromedia flash CS5 software
that was based on the integration of instructional and motivational design models;
consisting of slides and case studies focusing on the pathogenesis, diagnosis, and
clinical management of Acute Respiratory Failure. The data were collected by
pretest, posttest, and physicians’ motivation questionnaires. There was no
significant difference between pretest scores of the two groups (11.37±1.42 VS.
11.73±0.69, P>0.05) but there was significant difference between posttest learning
scores (15.2±1.29 VS. 17.53±0.94, p<0.05) and motivation of physicians
(126.10±3.97 VS. 160.63±22.41, p<0.05) in both groups. The physicians’ learning
and motivation were different in these two instructional methods; therefore, it is
recommended that instructional and motivational design be used in future
electronic continuing medical education programs.
|