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Özöztürk S, Güler B, Bilgiç D, Özberk H, Yağcan H, Aluş Tokat M. The effect of online and face-to-face active learning methods on learning attitudes. NURSE EDUCATION TODAY 2023; 129:105915. [PMID: 37481920 DOI: 10.1016/j.nedt.2023.105915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2022] [Revised: 04/03/2023] [Accepted: 07/17/2023] [Indexed: 07/25/2023]
Abstract
AIM This study aims to compare the effects of online and face-to-face education models using active learning methods on students' learning attitudes. METHODS This retrospective and quasi-experimental study included total 203 third-grade nursing students who took the Obstetrics and Gynecological Health Nursing course face-to-face and online in the fall semester of the 2019-2020 and 2020-2021. Active Learning Methods Questionnaire and the Scale Attitude Towards Learning (SATL) were used. RESULTS The mean score of active learning methods of the students receiving online education (77.35 ± 18.63) was higher than the face-to-face education group (67.00 ± 20.67). Although there was no difference between the face-to-face and online education groups in terms of the effort to learn and caring for learning, online students had a lower attitude towards learning avoidance (t: 6.540, p: 0.000). There was a negative and low-level significant correlation between the evaluation of active learning methods and the total score of SATL in the online education group (r = -0.200; p = .043), no correlation in face-to-face group (r: 0.004; p: 0.963). CONCLUSION Online education, which uses active learning methods, affected positively students' attitudes towards learning and decreased their avoidance of learning more than face-to-face education. This study has shown that active learning methods allow online students to question theoretical knowledge, convey it to patient care, contribute to clinical knowledge, and facilitate their learning and analytical thinking based on the more positively evaluation by online students.
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Affiliation(s)
- Sevcan Özöztürk
- Topcon Europe Medical B.V., Information Technology, Capelle aan den IJssel, the Netherlands.
| | - Buse Güler
- Department of Gynecologic and Obstetrics Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Dilek Bilgiç
- Department of Gynecologic and Obstetrics Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Hülya Özberk
- Department of Gynecologic and Obstetrics Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Hande Yağcan
- Department of Gynecologic and Obstetrics Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
| | - Merlinda Aluş Tokat
- Department of Gynecologic and Obstetrics Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey
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Bawazeer G, Sales I, Albogami H, Aldemerdash A, Mahmoud M, Aljohani MA, Alhammad A. Crossword puzzle as a learning tool to enhance learning about anticoagulant therapeutics. BMC MEDICAL EDUCATION 2022; 22:267. [PMID: 35410242 PMCID: PMC8995885 DOI: 10.1186/s12909-022-03348-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/14/2021] [Accepted: 04/06/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Educational games make the learning process more enjoyable, fun, and create a competitive classroom environment that can positively affect learning. The purpose of this study was to evaluate pharmacy students' perceptions of crossword puzzles (CWPs) as a learning tool in the pharmacotherapy cardiovascular module focusing on anticoagulants' therapeutics and assessing if students' preference of learning style influenced their perception. METHODS Clues for the puzzle were developed, validated, and piloted by course faculty. A free internet puzzle generator was used to create puzzles with 10 to 20 clues. Students were given 30 min to solve the puzzle following six hours of didactic lectures about the topic. An 8-item survey instrument and Pharmacists' Inventory of Learning Styles (PILS) questionnaire were administered to examine students' perceptions of the game and their learning style preference, respectively. RESULTS Two hundred sixty-seven students participated in the activity from both undergraduate programs (BPharm and PharmD) over three consecutive course offerings. Most students expressed favorable perceptions of the puzzle. Female and BPharm students had significantly more favorable perceptions than male and PharmD students on several perception items. The dominant preferred learning style (PLS) was converger (35.6%), followed by assimilator (25.3%), while 15.1% had mixed learning styles. The study did not find a significant association between PLS and students' perceptions toward the CWP. CONCLUSIONS The CWP game presented an innovative, creative, and easy active learning tool to enhance information recall, retention, and class engagement while accommodating all learning style preferences.
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Affiliation(s)
- Ghada Bawazeer
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, P.O. Box 89885, Riyadh, 11692 Saudi Arabia
| | - Ibrahim Sales
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, P.O. Box 89885, Riyadh, 11692 Saudi Arabia
| | - Huda Albogami
- Pharmaceutical Care Services, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia
| | - Ahmed Aldemerdash
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, P.O. Box 89885, Riyadh, 11692 Saudi Arabia
| | - Mansour Mahmoud
- Department of Clinical and Hospital Pharmacy, College of Pharmacy, Taibah University, Al-Madinah Al-Munawarah, Saudi Arabia
| | | | - Abdullah Alhammad
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, P.O. Box 89885, Riyadh, 11692 Saudi Arabia
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Arain SA, Alhadid DA, Rasheed S, Alrefaai MM, Alsibai TMA, Meo SA. Perceived effectiveness of learning methods among preclinical medical students - role of personality and changes over time. Pak J Med Sci 2021; 37:1854-1859. [PMID: 34912407 PMCID: PMC8613059 DOI: 10.12669/pjms.37.7.4355] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Accepted: 07/12/2021] [Indexed: 11/15/2022] Open
Abstract
Background and Objectives: Active learning methods are vital in inculcating skills of critical thinking, lifelong learning and effective communication. Personality may influence learning method preferences and academic performance. The aim of this cross sectional study was to examine the relationship between students’ personality and their predilection for learning methods and academic performance. Methods: Perceived effectiveness of learning methods was assessed over time. Second- and third-year medical students (n=112) completed a questionnaire consisting of Big Five Inventory to measure the personality dimensions, and evaluated lecture, problem-based learning (PBL) and team-based learning (TBL) for their helpfulness in learning. Grade point average (GPA), PBL and TBL grades were obtained. Correlation coefficients were calculated between personality traits and learning method effectiveness scores, and grades. Learning methods effectiveness was compared between second- and third-year students. Results: Positive correlations were identified between conscientiousness and lecture (r = 0.30), agreeableness and lecture (r = 0.20), and agreeableness and TBL (r = 0.23). Likewise, positive correlations were seen between extraversion and PBL grade (r=0.20), and conscientiousness and GPA (r = 0.23). In third year, significant decline in perceived effectiveness of lecture was seen (81% vs 57%; p = 0.006), while increased perceived effectiveness for PBL (38% vs. 50%) was not statistically significant (p = 0.22). Conclusions: The findings provide an evidence for modest correlations between personality and perceived effectiveness of learning methods. Remarkably, perceived effectiveness decreased for the lecture and increased for the PBL over time. The findings may help educators in better implementing active learning modalities. Besides, an earlier introduction may help students becoming acquainted with and getting the most out of PBL.
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Affiliation(s)
- Shoukat Ali Arain
- Shoukat Ali Arain, MBBS PhD. Department of Pathology, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Daeya Ahmad Alhadid
- Daeya Ahmad Alhadid, MBBS. College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Shahzad Rasheed
- Shahzad Rasheed, MBBS M. Phil. Department of Anatomy, College of Medicine, Al-Imam Mohammad Ibn Saud Islamic University, Riyadh, Saudi Arabia
| | - Maram Mansour Alrefaai
- Maram Mansour Alrefaai, MBBS. College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Tarek M Ahyaf Alsibai
- Tarek M. Ahyaf Alsibai, MBBS. College of Medicine, Alfaisal University, Riyadh, Saudi Arabia
| | - Sultan Ayoub Meo
- Sultan Ayoub Meo, MBBS PhD. Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Active Learning: A Concept Analysis With Implications for Nursing Education. Nurs Educ Perspect 2021; 43:233-237. [PMID: 34652329 DOI: 10.1097/01.nep.0000000000000895] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AIM The aim of this study was to understand the concept of active learning and its potential use in nursing academia. BACKGROUND The demands for innovative teaching-learning strategies in higher education increased in the past decade to foster higher level of thinking. The nurse educator must prepare students entering the nursing profession, which mandates safe patient care, using a pedagogical learning process such as active learning. METHOD The Walker and Avant method guided this concept analysis. RESULTS The attributes of the concept are learner-centered; dynamic, meaningful, and engaging learning environment; bidirectional collaborative interaction between educator and learner; and ongoing constructive and nonjudgmental feedback. The identified antecedents include the educator's active learning expertise and the learner's capacity for higher order thinking. CONCLUSION Nurse educators are responsible for providing effective learning environments based on a sound pedagogical approach. Active learning's desirable outcomes call for educator support as experts in implementation.
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Shahba AA, Sales I. Design Your Exam (DYE): A novel active learning technique to increase pharmacy student engagement in the learning process. Saudi Pharm J 2021; 29:1323-1328. [PMID: 34608368 PMCID: PMC8482556 DOI: 10.1016/j.jsps.2021.09.011] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2021] [Accepted: 09/14/2021] [Indexed: 11/24/2022] Open
Abstract
Background Due to the COVID-19 pandemic, innovative e-learning solutions should be implemented to deliver knowledge to healthcare students remotely. Presently, there is a paucity of studies in the literature that have examined student-designed assessments in the classroom. Objectives To examine the educational outcomes comparing the Design Your Exam (DYE) activity versus instructor-designed end-of-class (EOC) quizzes and explore student perceptions and preferences for each teaching modality. Methods Lectures in the Industrial Pharmacy course were delivered to students by two different approaches: instructor-designed EOC assessments and student-designed DYE. The designed learning model was evaluated via an anonymous questionnaire for quality assurance and future course improvement. Results Mean exam performance for content taught using the instructor-designed EOC quizzes and DYE activity were 74.4% and 71.9%, respectively (p = 0.092). Average student attendance for lectures taught using instructor-designed EOC quizzes and the DYE activity were 77.6% and 72.1%, respectively (p = 0.524). A post-course survey showed that 72.2% preferred the instructor-designed EOC, 5.6% preferred DYE activity, and 16.7% preferred a combination of the activities. Respondents reported that the EOC quizzes helped them to understand the lecture material and kept them focused during the lecture and that the DYE was useful in developing their personal interaction skills. Conclusion DYE is a novel active learning model that can be incorporated into student courses as an alternative to traditional didactic lectures. Further development of the DYE technique, such as including supportive audio-visual resources, is necessary in order to increase student acceptance.
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Affiliation(s)
- Ahmad A Shahba
- Department of Pharmaceutics, College of Pharmacy, King Saud University, Riyadh 11451, KSA
| | - Ibrahim Sales
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh 11451, KSA
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Al Zahrani EM, Al Naam YA, AlRabeeah SM, Aldossary DN, Al-Jamea LH, Woodman A, Shawaheen M, Altiti O, Quiambao JV, Arulanantham ZJ, Elsafi SH. E- Learning experience of the medical profession's college students during COVID-19 pandemic in Saudi Arabia. BMC MEDICAL EDUCATION 2021; 21:443. [PMID: 34416889 PMCID: PMC8378523 DOI: 10.1186/s12909-021-02860-z] [Citation(s) in RCA: 24] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Accepted: 07/27/2021] [Indexed: 05/10/2023]
Abstract
BACKGROUND Worldwide, most of educational institutions have moved to online electronic learning methods because of the COVID-19 pandemic. On March 8, 2020, the Saudi Ministry of Education announced remote learning for public and private schools and universities as a preventive and precautionary measure to curb the spread of the coronavirus. The objective of this study was to explore the e-learning experience of the students of the colleges of health sciences with regard to the technical preparedness, academic achievements, e-learning advantages and limitations. A well-structured and validated questionnaire on a five-point Likert scale and open-ended questions about their e-learning experience was distributed to a heterogeneous purposive sample of the health sciences students in Saudi Arabian universities. RESULTS Of the 1288 respondents, of various demographical features a relatively higher proportion of 58.2 % agreed that they had enough information about the online learning. However, the proportion who reported receiving adequate guidance, technical support, and having satisfactory hardware and internet access to online learning were 48.1 %, 42, and 35.4 %, respectively. Of all participants, 40.8 % agreed that they had gained a good understanding of their courses learning outcomes. Only 30.0 % agreed that the quality of the online teaching was similar to traditional classes and 56.1 % agreed that the online learning is unsuitable for the medical sciences studies. E-learning advantages mentioned were the flexible accessibility of the learning materials, time, effort, and money saving, acquiring and improving technical and self-learning skills, health safety, interaction without shyness, and better academic accomplishment. On the other hand, disadvantages and difficulties included inadequate tools to facilitate online learning, poor internet connection, lack of technological skills by the educators and students. In addition, there was inadequate or lack of practical classes, lack of a unified clear policy for the conduct of online classes and exams and grade distribution, limited online exam time. CONCLUSIONS The sudden shift to e-learning without prior preparedness has revealed some pitfalls that need to be adjusted. The initial findings were considered satisfactory for such a new experience for both learners and students. However, there is a great chance for improving and expanding the e-learning process.
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Affiliation(s)
- Eidan M. Al Zahrani
- College Deanship, Prince Sultan Military College of Health Sciences, Dhahran, Saudi Arabia
| | - Yaser A. Al Naam
- Department of Clinical Laboratory Sciences, Prince Sultan Military College of Health Sciences, P.O. Box 33048, 31448 Dhahran, Saudi Arabia
| | - Saad M. AlRabeeah
- Department of Respiratory Care, Prince Sultan Military College of Health Sciences, Dhahran, Saudi Arabia
| | - Deemah N. Aldossary
- Department of Anesthesia Technology, Prince Sultan Military College of Health Sciences, Dhahran, Saudi Arabia
| | - Lamiaa H. Al-Jamea
- Department of Clinical Laboratory Sciences, Prince Sultan Military College of Health Sciences, P.O. Box 33048, 31448 Dhahran, Saudi Arabia
| | - Alexander Woodman
- Vice Deanship of Postgraduate Studies and Research, Prince Sultan Military College of Health Sciences, Dhahran, Saudi Arabia
| | - Mohammad Shawaheen
- Vice Deanship of Postgraduate Studies and Research, Prince Sultan Military College of Health Sciences, Dhahran, Saudi Arabia
| | - Osama Altiti
- E-Learning & Distance Education Unit, Prince Sultan Military College of Health Sciences, Dhahran, Saudi Arabia
| | - Jenifer V. Quiambao
- Vice Deanship of Postgraduate Studies and Research, Prince Sultan Military College of Health Sciences, Dhahran, Saudi Arabia
| | - Zechariah J. Arulanantham
- Vice Deanship of Postgraduate Studies and Research, Prince Sultan Military College of Health Sciences, Dhahran, Saudi Arabia
| | - Salah H. Elsafi
- Department of Clinical Laboratory Sciences, Prince Sultan Military College of Health Sciences, P.O. Box 33048, 31448 Dhahran, Saudi Arabia
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Nasrabadi AN, Mohammadi N, Rooddehghan Z, Shabani EA, Bakhshi F, Ghorbani A. The stakeholders' perceptions of the requirements of implementing innovative educational approaches in nursing: a qualitative content analysis study. BMC Nurs 2021; 20:131. [PMID: 34284757 PMCID: PMC8290587 DOI: 10.1186/s12912-021-00647-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2020] [Accepted: 06/21/2021] [Indexed: 12/01/2022] Open
Abstract
BACKGROUND Improving the competencies of nurses requires improving educational methods through the use of novel methods in teaching and learning. We aim to explore the perceptions of stakeholders (including nursing education directors, faculty members and nursing students) of the requirements of implementing innovative educational approaches in nursing. METHODS In this qualitative descriptive study, 19 participants, including educational directors, faculty members, and undergraduate and graduate nursing students, were selected through the purposeful sampling method. Achieving the theoretical saturation in extracted categories was considered as a criterion for determining the sample size and the completion of sampling. The data were collected from December 2019 to May 2020 in nursing schools of Tehran, Iran, through in-depth semi-structured individual face-to-face interviews and were then analyzed based on the Graneheim and Lundman method. RESULTS Using qualitative content analysis, eight sub-themes and three themes were extracted. The extracted themes were 'novel educational policymaking', 'Innovative education-oriented platform', and 'managing barriers of innovative educational approaches'. CONCLUSIONS Developing and implementing innovative educational approaches entail providing appropriate context, structure, and required facilities by the policymaking system and educational authorities. In addition, developing capacity and related competencies of faculty members and students as the major stakeholders in employing these approaches is crucial.
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Affiliation(s)
- Alireza Nikbakht Nasrabadi
- School of Nursing and Midwifery, Tehran University of Medical Sciences, Tohid Square, 1419733171 Tehran, Iran
| | - Nooredin Mohammadi
- Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Rashid Yasemi st, Valiasr St, 1996713883 Tehran, Iran
| | - Zahra Rooddehghan
- School of Nursing and Midwifery, Tehran University of Medical Sciences, Tohid Square, 1419733171 Tehran, Iran
| | - Enayat A. Shabani
- Department of Foreign Languages, Tehran University of Medical Sciences (TUMS), TUMS International College, Keshavarz Blvd, 1415913311 Tehran, Iran
| | - Fatemeh Bakhshi
- School of Nursing and Midwifery, Shahid Sadoughi University of Medical Sciences, Safaeih, Fallahi, 8916877443 Yazd, Iran
| | - Azam Ghorbani
- Medical Surgical Nursing Department, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tohid Square, 1419733171 Tehran, Iran
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Wang X, Liu XY, Jia S, Jiao R, Zhang Y, Tang L, Ni X, Zhu H, Zhang F, Parpura V, Wang YF. TESOT: a teaching modality targeting the learning obstacles in global medical education. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:333-341. [PMID: 33886395 DOI: 10.1152/advan.00191.2020] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Accepted: 02/24/2021] [Indexed: 06/11/2023]
Abstract
In higher education, it is a great challenge for instructors to teach international medical students (IMSs) efficiently. These students usually have different learning obstacles and learning style preferences from domestic students. Thus it is necessary to use teaching modalities targeting the specific characteristics of IMSs. Accordingly, we have developed a teaching modality composed of classical teacher-centered approach (TCA), enriched with components of student-centered approach (SCA) and online interactions targeting the learning characteristics of IMSs, which we defined as TESOT (an acronym made of the underlined words' initials). Aside from the online interactions that provide both answers to questions raised by students and guidance throughout a course, this modality contains additional in-classroom components (i.e., pre-lecture quiz, student-led summary, and post-lecture quiz). The effectiveness of this modality was tested in the nervous system module of the Physiology course for IMSs. The final exam scores in the nervous system module in the year taught with TESOT were higher than those earned by students taught with a classical TCA modality in preceding 2 yr. The improvement of teaching effectiveness is attributable to increasing communication, bridging course contexts, and meeting diverse learning style preferences. These results indicate that TESOT as an effective teaching modality is useful for enhancing efficiency of teaching IMSs.
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Affiliation(s)
- Xiaoran Wang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Xiao-Yu Liu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Shuwei Jia
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Runsheng Jiao
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Yunhong Zhang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Liyong Tang
- Department of Education, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Xiaoli Ni
- Department of Foreign Language, Heilongjiang Institute of Technology, Harbin, China
| | - Hui Zhu
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Fengmin Zhang
- Department of Microbiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
| | - Vladimir Parpura
- Department of Neurobiology, The University of Alabama at Birmingham, Birmingham, Alabama
| | - Yu-Feng Wang
- Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, Harbin, China
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Padilha JM, Machado PP, Ribeiro AL, Ribeiro R, Vieira F, Costa P. Easiness, usefulness and intention to use a MOOC in nursing. NURSE EDUCATION TODAY 2021; 97:104705. [PMID: 33341525 DOI: 10.1016/j.nedt.2020.104705] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2020] [Accepted: 11/30/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND The growing ageing population and the increasing prevalence of non-communicable diseases call for innovation and healthcare mastered professional skills. Emerging digital learning contents envisioning to complement education, lifelong learning and in-service training. The use of digital platforms allows nurses to access contents in several formats, enabling the required pedagogical autonomy and personal time management. This allows nurses to enrol in education wherever accessible, reducing personal and professional costs and ensuring high-quality standards. OBJECTIVES To assess students and nurses' easiness, usefulness and intention to use a Massive Open Online Course (MOOC) as an educational resource to enhance self-management intervention skills in COPD patients. METHODS An exploratory, descriptive and transversal study was conducted. Participants were nursing students, registered nurses and rehabilitation nurses. A questionnaire supported by Davis Technology Acceptance Model and on the determinants of the ease-of-use perception of Venkatesh was applied. An EFA was performed and two dimensions were obtained (perceived easiness and global quality of the course and perceived usefulness and intention to use the MOOC) and groups were compared in these dimensions. RESULTS From the total participants (n = 93), 65.6% were nursing students, 15.1% were Portuguese nurses and 19.4% were Portuguese rehabilitation nurses. The perceived easiness and global quality score of the course were 4.70 (SD = 0.314) and the perceived usefulness and intention to use the MOOC was 4.73 (SD = 0.346). Rehabilitation nurses, who are older, scored higher than nurses and students (χ2(2, n = 93) = 8.43, p = .015, ε2 = 0.092). The dropout rate was 25%. CONCLUSIONS The MOOC showed usefulness and nurses' intention to use this educational resource in future education and yielded high average rates of perceived easiness and global quality. These massive courses unlock new opportunities for nursing education and to lifelong learning in nursing, enhancing safety and quality of the healthcare services in supporting patients to achieve a better quality of life.
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Affiliation(s)
- José Miguel Padilha
- Nursing School of Porto, Porto, Portugal; CINTESIS - Tech4edusim (Center for Health Technology and Services Research, Faculty of Medicine, University of Porto), Porto, Portugal.
| | - Paulo Puga Machado
- Nursing School of Porto, Porto, Portugal; CINTESIS - NursID (Center for Health Technology and Services Research, Faculty of Medicine, University of Porto), Porto, Portugal
| | - Ana Leonor Ribeiro
- Nursing School of Porto, Porto, Portugal; CINTESIS - NursID (Center for Health Technology and Services Research, Faculty of Medicine, University of Porto), Porto, Portugal
| | - Rui Ribeiro
- Unidade para a Computação Científica Nacional - Fundação para a Ciência e a Tecnologia, Portugal
| | | | - Patrício Costa
- Life and Health Sciences Research Institute (ICVS), School of Medicine, University of Minho, Braga, Portugal; ICVS/3B's, PT Government Associate Laboratory, Braga, Guimarães, Portugal; Faculty of Psychology and Educational Sciences, University of Porto, Portugal
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Al Basheer A, Almazrou S. Assessing Female Pharmacy Students' Satisfaction with Active Learning Techniques at King Saud University. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:319-327. [PMID: 33833605 PMCID: PMC8020139 DOI: 10.2147/amep.s284415] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2020] [Accepted: 02/15/2021] [Indexed: 05/21/2023]
Abstract
BACKGROUND Studies conducted in Saudi Arabia assess student's perception towards using the flipped classroom or audience response system (ARS) separately, none integrated the two strategies. This study aims to evaluate pharmacy students at King Saud University - college of pharmacy's perceptions of student engagement and satisfaction with audience response system (ARS), and the flipped classroom techniques. METHODS Two lecture topics were flipped and delivered to female students enrolled in the pharmacy practice lab course at the university. An audience response system was integrated into the flipped classroom. The satisfaction of the students was measured using an online questionnaire. They then rated their satisfaction on a 5-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). RESULTS Overall, 82.1% of the students stated that the ARS made the class better; 71.64% agreed that taking a course in a flipped classroom was a useful learning experience. Online questionnaire revealed that the ARS fostered students' thinking skills and peers' interaction. Many students report that the flipped classroom made them evaluate their learning processes and pace themselves according to their speed, time, and level of interest. Students, however, stated that technical issues and time-consuming tasks were a downside to these teaching strategies. CONCLUSION Although the students' overall response to the use of ARS and flipped classroom techniques was positive; limited class time hindered students from achieving the full benefits reaped from these strategies. Therefore, as per our study's results, modifying the duration of the class to ensure it is not too short to be overwhelming can help instructors utilize these startegies in the best possible manner. Alternatively, a thorough and pre-emptive selection of familiar discussion topics ahead of time would also help in this regard.
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Affiliation(s)
- Asmaa Al Basheer
- Pharmaceutics Department, College of Pharmacy, Jazan University, Jazan, 45142, Kingdom of Saudi Arabia
| | - Saja Almazrou
- Clinical Pharmacy Department, College of Pharmacy, King Saud University, Riyadh, 11323, Saudi Arabia
- Correspondence: Saja Almazrou Clinical Pharmacy Department, College of Pharmacy, King Saud University, P.O. Box 28670, Riyadh, 11323, Saudi Arabia Email
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