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Exploring An Appropriate Instructional 
Design Model For Continuing Medical Education

Year 2012, Volume: 13 Issue: 3, 347 - 361, 01.09.2012

Abstract

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

Year 2012, Volume: 13 Issue: 3, 347 - 361, 01.09.2012

Abstract

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Details

Primary Language English
Journal Section Articles
Authors

Soghra Omranı This is me

Hashem Fardanesh This is me

Nima Hemmatı This is me

Naser Hemmatı This is me

Publication Date September 1, 2012
Submission Date February 27, 2015
Published in Issue Year 2012 Volume: 13 Issue: 3

Cite

APA Omranı, S., Fardanesh, H., Hemmatı, N., Hemmatı, N. (2012). Exploring An Appropriate Instructional 
Design Model For Continuing Medical Education. Turkish Online Journal of Distance Education, 13(3), 347-361.