Journal of Mazandaran University of Medical Sciences
مجله دانشگاه علوم پزشکی مازندران
J Mazandaran Univ Med Sci
Medical Sciences
http://jmums.mazums.ac.ir
1
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1735-9260
1735-9279
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jalali
1401
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2022
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میزان آمادگی یادگیری الکترونیکی و ارتباط آن با عوامل دموگرافیک دانشجویان پزشکی دانشگاه علوم پزشکی مازندران در دوران همهگیری کرونا
E-learning Readiness and Its Relationship with Demographic Factors in Medical Students of Mazandaran University of Medical Sciences During the COVID-19 Pandemic
آموزش پزشكی
medical education
گزارش کوتاه
Brief Report
<strong> </strong><span style="font-size:12pt"><span style="line-height:90%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman","serif""><span lang="FA" style="line-height:90%"><span style="font-family:"B Koodak""><span style="color:black"><span style="letter-spacing:-.1pt">سابقه</span></span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Koodak""><span style="color:black"><span style="letter-spacing:-.1pt"> و هدف:</span></span></span></span> <span lang="AR-SA" style="font-family:"B Zar""><span style="letter-spacing:.1pt">با توجه به </span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">قابلیت</span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">های آموزش الکترونیکی و فراهم بودن بستر آن، استفاده از آن برای آموزش دانشجویان علوم پزشکی در دوران همه</span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">گیری کرونا، مورد تاکید وزارت بهداشت، درمان و آموزش پزشکی قرار گرفت. بنابراین مطالعه حاضر به بررسی میزان آمادگی یادگیری الکترونیکی و ارتباط آن با عوامل دموگرافیک دانشجویان پزشکی دانشگاه علوم پزشکی مازندران در دوران همه</span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">گیری کرونا پرداخته است.</span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:#0e101a"></span></span></span></span></span></span></span></span><br>
<span style="font-size:12pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:90%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman","serif""><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Koodak""><span style="color:black"><span style="letter-spacing:-.1pt">مواد و روش</span></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"><span style="letter-spacing:-.1pt"></span></span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Koodak""><span style="color:black"><span style="letter-spacing:-.1pt">ها:</span></span></span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">مطالعه توصیفی- تحلیلی حاضر بر روی دانشجویان پزشکی دانشگاه علوم پزشکی مازندران در سال تحصیلی 1399-1398 انجام شد که با استفاده از جدول مورگان تعداد 263 نفر از آنها بهعنوان نمونه انتخاب شدند. ابزار مورد استفاده، پرسش</span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">نامه استاندارد ارزیابی آمادگی یادگیری الکترونیکی واتکینز و همکاران بود. جهت</span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt"> تجزیه و تحلیل آماری از نرم افزار </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:90%"><span style="letter-spacing:.1pt">SPSS</span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt"> نسخه 20 و آزمون</span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">های همبستگی پیرسون، </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:90%"><span style="letter-spacing:.1pt">t</span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt"> مستقل و </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:90%"><span style="letter-spacing:.1pt">ANOVA</span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt"> استفاده شد</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:90%"><span style="letter-spacing:.1pt">.</span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:12pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:90%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman","serif""><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Koodak""><span style="color:black"><span style="letter-spacing:-.2pt">یافته</span></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"><span style="letter-spacing:-.2pt"></span></span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Koodak""><span style="color:black"><span style="letter-spacing:-.2pt">ها:</span></span></span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">آمادگی کلی یادگیری الکترونیکی در بین دانشجویان 15/00</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:90%"><span style="font-family:"B Nazanin""><span style="letter-spacing:.1pt">±</span></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">103/30 (در سطح متوسط) بود. بیش</span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">ترین و کم</span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">ترین میانگین به ترتیب مربوط به مهارت</span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">ها و ارتباطات پیوسته (4/50</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:90%"><span style="font-family:"B Nazanin""><span style="letter-spacing:.1pt">±</span></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">38/67) و انگیزش (3/00</span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:90%"><span style="font-family:"B Nazanin""><span style="letter-spacing:.1pt">±</span></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">8/14) بود. نتایج مطالعه نشان داد که آمادگی یادگیری الکترونیکی ارتباط معناداری با دوره تحصیلی دارد (0/05</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:90%"><span style="letter-spacing:.1pt"><</span></span></span> <span dir="LTR" style="font-size:10.0pt"><span style="line-height:90%"><span style="letter-spacing:.1pt">P</span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">).</span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:12pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:90%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman","serif""><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Koodak""><span style="color:black"><span style="letter-spacing:-.2pt">استنتاج:</span></span></span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">نتایج این مطالعه نشان داد که آمادگی کلی دانشجویان پزشکی این دانشگاه جهت یادگیری الکترونیکی در سطح متوسط و در دوره کارورزی، میزان این آمادگی به</span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">طور محسوسی بالاتر از سایر دوره</span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">ها بود. از این رو پیشنهاد میشود اساتید جهت افزایش انگیزه دانشجویان حضور خود را پررنگ</span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"></span></span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Zar""><span style="letter-spacing:.1pt">تر نمایند.</span></span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Zar""><span style="color:black"><span style="letter-spacing:-.2pt"></span></span></span></span></span></span></span></span></span></span></span><br>
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<strong> </strong><span style="font-size:12pt"><span style="line-height:150%"><span style="font-family:"Times New Roman","serif""><b><span style="font-size:10.0pt"><span style="line-height:150%"><span style="font-family:"Arial","sans-serif""><span style="letter-spacing:-.2pt">Background and purpose:</span></span></span></span></b> <span style="font-size:10.0pt"><span style="line-height:150%">E-learning has many strengths and it is easily available, therefore, it received much attention by the Iran Ministry of Health and Medical Education during the COVID-19 pandemic. The present study investigated the level of e-learning readiness and its relationship with demographic factors in medical students of Mazandaran University of Medical Sciences during the COVID-19 pandemic.</span></span></span></span></span><br>
<span style="font-size:12pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:150%"><span style="text-autospace:none"><span style="font-family:"Times New Roman","serif""><b><span style="font-size:10.0pt"><span style="line-height:150%"><span style="font-family:"Arial","sans-serif"">Materials and methods:</span></span></span></b><b> </b><span style="font-size:10.0pt"><span style="line-height:150%">This descriptive-analytical study was performed in medical students of Mazandaran University of Medical Sciences in 2019-2020 academic year. Using Morgan table, 263 students were selected. Watkins et al.'s standard E-learning readiness questionnaire was used. Data analysis was done applying Pearson correlation, independent t-test, and ANOVA in SPSS V20.</span></span></span></span></span></span></span></span><br>
<span style="font-size:12pt"><span style="line-height:150%"><span style="font-family:"Times New Roman","serif""><b><span style="font-size:10.0pt"><span style="line-height:150%"><span style="font-family:"Arial","sans-serif"">Results:</span></span></span></b><b> </b><span style="font-size:10.0pt"><span style="line-height:150%">The overall e-learning readiness was moderate among students (103.30 ± 15.00). The highest and lowest mean scores were associated with skills and continuous communication (38.67 ± 4.50) and motivation (8.14 ± 3.00), respectively. Findings showed a significant relationship between electronic learning readiness and the academic course (P<0.05).</span></span></span></span></span><br>
<span style="font-size:12pt"><span style="line-height:150%"><span style="font-family:"Times New Roman","serif""><b><span style="font-size:10.0pt"><span style="line-height:150%"><span style="font-family:"Arial","sans-serif"">Conclusion: </span></span></span></b><span style="font-size:10.0pt"><span style="line-height:150%">This study showed that general readiness of medical students for electronic learning was at an average level and in the internship period, it was significantly higher than other modules. Therefore, medical educaters are suggested to have powerful presence in order to increase students’ motivation.</span></span></span></span></span><br>
یادگیری الکترونیکی, آمادگی یادگیری الکترونیکی, دانشجویان پزشکی
electronic learning, e-learning readiness, medical students
169
176
http://jmums.mazums.ac.ir/browse.php?a_code=A-11-15431-1&slc_lang=fa&sid=1
Mojtaba
Sargolzaei
مجتبی
سرگلزایی
Mojtaba.sargolzaei9295@gmail.com
1003194753284600147660
1003194753284600147660
No
Medical Student , Faculty of Medicine, Mazandaran University of Medical Sciences, Sari, Iran
دانشجوی دکتری عمومی پزشکی، دانشکده پزشکی، دانشگاه علوم پزشکی مازندران، ساری، ایران
Siavash
Moradi
سیاوش
مرادی
d.smor86@yahoo.com
1003194753284600147661
1003194753284600147661
No
Assistant Professor, Educational Development Center, Mazandaran University of Medical Sciences, Sari, Iran
استادیار، مرکز توسعه آموزش، دانشگاه علوم پزشکی مازندران،ساری،ایران
Hossein
Jalahi
حسین
جلاهی
hjalahi@gmail.com
1003194753284600147662
1003194753284600147662
No
Assistant Professor, Educational Development Center, Mazandaran University of Medical Sciences, Sari, Iran
استادیار، مرکز توسعه آموزش، دانشگاه علوم پزشکی مازندران،ساری،ایران
Mohammad Reza
Andarvazh
محمدرضا
اندرواژ
andarvazh1@gmail.com
1003194753284600147659
1003194753284600147659
Yes
Assistant Professor, Educational Development Center, Mazandaran University of Medical Sciences, Sari, Iran . Assistant Professor, Nasibeh Faculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran
استادیار، مرکز توسعه آموزش، دانشگاه علوم پزشکی مازندران،ساری،ایران . استادیار، دانشکده پرستاری-مامایی نسیبه، دانشگاه علوم پزشکی مازندران، ساری، ایران