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Exploring An Appropriate Instructional 
Design Model For Continuing Medical Education

Yıl 2012, Cilt: 13 Sayı: 3, 347 - 361, 01.09.2012

Öz

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

Yıl 2012, Cilt: 13 Sayı: 3, 347 - 361, 01.09.2012

Öz

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Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Soghra Omranı Bu kişi benim

Hashem Fardanesh Bu kişi benim

Nima Hemmatı Bu kişi benim

Naser Hemmatı Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2012
Gönderilme Tarihi 27 Şubat 2015
Yayımlandığı Sayı Yıl 2012 Cilt: 13 Sayı: 3

Kaynak Göster

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.