E_learning

Background: Considering the power of information technology, higher education is on the verge of
an immense revolution. I aimed to determine the characteristics of an effective teacher in a higher education
based on information and communication technology (ICT)1 from the students' point of view in virtual
universities of Shiraz, southern Iran. Materials and Methods: This study was a descriptive applicable study.
Data were collected using a researcher-made questionnaire whose validity and reliability were determined using
expert opinion and Cronbach's alpha, respectively. The study sample was selected using the stratified random
sampling method and consisted of 351 students studying at virtual universities of Shiraz. Results: The results
showed that according to the views of students (351 people), course management, interaction and cooperation
improvement, student support and commitment and electronic skill are effective in defining the successful
teacher in ICT-based education. Moreover, improving interaction and cooperation is the main priority in
determining an effective teacher in ICT-based course. Discussions: Universities in developing ICT-based
courses need to prepare teachers with competencies of Class management, interaction with students and course
planning through technology.

The present research aims at presenting a conceptual model for effective distance learning in higher education. Findings of this research shows that an understanding of the technological capabilities and learning theories especially constructive theory and independent learning theory and communicative and interaction theory in Distance learning is an efficient factor in the planning of effective Distance learning in higher education. Considering the theoretical foundations of the present research, in the effective distance learning model, the learner is situated at the center of learning environment. For this purpose, the learner needs to be ready for successful learning and the teacher has to be ready to design the teaching- learning activities when they initially enter the environment. In the present model, group and individual active teaching-learning approach, timely feedback, using IT and eight types of interactions have been designed with respect to theoretical foundations and current university missions. From among the issues emphasized in this model, one can refer to the Initial, Formative and Summative evaluations. In an effective distance learning environment, evaluation should be part of the learning process and the feedback resulting from it should be used to improve learning. For validating the specified features, the opinions of Distance learning experts in Payame Noor, Shiraz, Science and Technology and Amirkabir Universities have been used which verified a high percentage of the statistical sample of the above mentioned features.































































 























































  











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Background: Considering the power of information technology, higher education is on the verge of
an immense revolution. I aimed to determine the characteristics of an effective teacher in a higher education
based on information and communication technology (ICT)1 from the students' point of view in virtual
universities of Shiraz, southern Iran. Materials and Methods: This study was a descriptive applicable study.
Data were collected using a researcher-made questionnaire whose validity and reliability were determined using
expert opinion and Cronbach's alpha, respectively. The study sample was selected using the stratified random
sampling method and consisted of 351 students studying at virtual universities of Shiraz. Results: The results
showed that according to the views of students (351 people), course management, interaction and cooperation
improvement, student support and commitment and electronic skill are effective in defining the successful
teacher in ICT-based education. Moreover, improving interaction and cooperation is the main priority in
determining an effective teacher in ICT-based course. Discussions: Universities in developing ICT-based
courses need to prepare teachers with competencies of Class management, interaction with students and course
planning through technology.

Background: Blended learning as a method of learning that includes face to face learning, pure E-learning and
didactic learning. This study aims to investigate the efficacy of medical education by this approach.
Methods: This interventional study was performed in 130 students at different clinical levels participating in class
sessions on “congenital adrenal hyperplasia and ambiguous genitalia”. Sampling was done gradually during 6
months and all of them filled a pretest questionnaire and received an educational compact disk. One week later,
a presence class session was held in a question and answer and problem solving method. Two to four weeks
later, they filled a posttest questionnaire.
Results: There was a significant correlation between pretest and posttest scores and the posttest scores were
significantly more than the pretest ones. Sub-specialized residents had the most and the students had the least
attitude towards blended learning approach. There was a significant correlation between the research samples'
accessibility to computer and their attitude and satisfaction to blended learning approach.
Conclusion: Findings generally showed that the blended learning was an effective approach in making a profound
learning of academic subjects.

Aims and objectives. To investigate use of educational audiotape programme on anxiety and depression in patients undergoing
coronary artery bypass graft (CABG).
Background. Anxiety and depression after CABG are the most common complications, having a negative impact on the
prognosis of heart disease, leading to special needs according to their new physical and mental conditions.
Design. Randomised clinical trial.
Methods. This study conducted in Iran, 70 patients undergoing CABG were included and divided into two equal groups,
the control group and intervention group. They were followed up for six weeks. An audiotape educational programme was
given to the intervention group after surgery in addition to the routine training. But patients in the control group received
only routine training. Anxiety and depression were assessed by Hospital Anxiety and Depression Scale, a standardised questionnaire
for anxiety and depression. Data were collected before and six weeks after the intervention. For the comparison of
mean scores between the groups, the data were analysed in SPSS, version 16, using independent T-test and paired T-test.
Results. The mean scores obtained in both anxiety and depression dimensions were significantly different between the intervention
and control groups.
Conclusions. Audiotape educational programme used by patients undergoing CABG decreases the level of their anxiety and
depression after cardiac surgery.
Relevance to clinical practice. The most significant finding was the importance of audiotape educational programme to meet
the needs of the CABG patients, which suggest that patient education through audiotape can be effective in self-care after
heart surgery and nurses can use an audiotape containing preparatory information to improve outcomes and reduce anxiety
and depression in patients having CABG.

Introduction: Assessment and prioritization are the first steps
of planning. According to the family physician’s idea, evaluating
programs in order to improve them is one of the necessities of
promoting quality and increases the efficiency and effectiveness
of continuing education. This study aimed to determine
family physicians’ educational needs regarding health and its
applicability in continuous medical education in Fasa University
of Medical Sciences.
Methods: In this cross-sectional study, viewpoints of 45 general
physicians working at Fasa University of Medical Sciences in
2013 were studied. Samples were selected through census. Data
collection was done using a researcher-made questionnaire using
10-point Likert scale and a checklist with Delphi technique.
Content validity of the questionnaire and its reliability were
confirmed by the experts’ opinion and Cronbach’s alpha of 80%.
The data were analyzed through SPSS software version 16, using
both descriptive and inferential statistics (mean and standard
deviation, standard score (SQ), t-test, ANOVAs). A significance
level of <0.05 was considered.
Results: The highest educational priority was in the field of
mental health (SQ=0.38), and environmental and professional
health was the lowest priority (SQ=_0.24). Additionally, within
each of the areas above specific priorities were determined. Based
on the results of this study, gender, graduation date, cooperation
time, and university they were educated in did not affect
expressing educational needs (p>0.05). The most educational
conformity with continuing education was in the diseases area
(topic 27%, content 37%). In the areas of environmental and
professional health and health education, compliance was zero.
Conclusions: The physicians stated that mental health was the
first educational need and environmental and professional health
was the last one. According to the results, proper continuing
medical programs should be coordinated with educational needs.

Introduction: E-learning as one of the new methods of learning makes it possible to achieve skills at higher levels without time and space constraints. The purpose of this research was to compare the effect of case-based learning in two ways of personal and off-line (forum) E-learning on the knowledge and attitudes of undergraduate medical students of Shiraz University of Medical Sciences.
Methods: This is a semi-experimental research, which was conducted on 44 dental students in the academic year of 2014. Sampling was a block randomizing. Both groups were given written exams before and after teaching in order to evaluate the participants’ awareness and knowledge of the content, the satisfaction level and attitudes of both groups were questioned by the application of an exam following the Likert scale format of 1-5. In this study, a paired samples t-test was used for comparing students’ pretest and posttest scores in each group, and an independent samples t-test was run for comparing the changes in scores, students’ attitudes, and satisfaction in both groups. In case of derivation from the normal distribution hypothesis, non-parametric equivalents were used in these tests. The acceptable significant level was α=0.05.
Results: The mean score of primary awareness in both groups of personal and E-learning was statistically the same (p=0.647). A significant increase was observed in the awareness level of people after the application of learning (p<0.001). The awareness of people in personal and E-learning groups before learning (median=2) was significantly increased compared to that after learning (personal: median=5 and electronic: median=6). The increase of awareness in personal and E-learning groups was statistically the same (p=0.216). Generally, the increase of awareness level was similar in women and men (p=0.822). There was not a significant relationship between people’s attitude with the learning method and age of the participants. 
Conclusion: Given that the learning and attitudes of students in off-line (forum) E-learning and personal learning was the same, and regarding the effectiveness of E-learning in time reduction and saving of costs and educational facilities, this new method can be used as a part of learning activities in medical learning program.

Education at the university level is obviously stressful. The general aim of this paper is to study the correlation between
stressful areas and students' academic progression at the Shiraz University of Medical Sciences. This is a cross-sectional
research study. Three hundred and fifteen nursing and medical students were chosen by stratified random sampling. This data
was collected via a questionnaire, which included demographics, stressors at educational, clinical and personal areas and
supportive sources while the subjects cope with stress. To determine validity of the questionnaire, content and constructive
validity were used. The reliability of the questionnaire was estimated by using Cranach's in educational (93%), clinical
(85%) and personal (90%) areas. The statistical method which was applied in this study included inferential and descriptive
analysis. Results included that most students presented mild stress in educational, clinical and personal areas, although it was
more noticeable in clinical area. The level of stress decreased in educational and clinical areas with increasing age and it
reached the height in these areas in the subjects under the age of 20 (P= 0.003). There was more stress in females than males
in educational and clinical areas (P= 0.003). There was more stress in the students of nursing than students of medicine in
clinical area (P= 0.04). The level of stress in the subjects who were satisfied with their academic course was lower than
subjects who were dissatisfied in clinical area. (p=0.004). There was no significant correlation between academic progression
and level of stress at educational, personal and clinical areas. Supportive source were mostly parents, the performance of
religious duties and the means to find peace, friends and classmates, brothers and sisters, counsellors, and relatives. The
results also indicated that some of the students did not seek help during stress and remained speechless. Considering the fact
that most of the subjects presented stress in clinical area, the sources of stress in students, particularly stress caused by
educational and clinical areas, must be evaluated carefully. On the other hand, it is necessary to teach students how to reduce
and cope with stress.

The present research aims at presenting a conceptual model for effective distance learning in higher education. Findings of this research shows that an understanding of the technological capabilities and learning theories especially constructive theory and independent ...

ackground: E-learning in a manner to facilitate and promote learning by helping ICT based tools. The main objective of this study Comparison of knowledge and satisfaction of general practitioners participating in diabetes training courses by eLearning (offline) and the traditional education.

A comparison of educational strategies for the acquisition of nursing student's performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies) Abstract Background: There is a need to change the focus of nursing education from traditional teacher-centered training programs to student-centered active methods. The integration of the two active learning techniques will improve the effectiveness of training programs. The objective of this study is to compare the effects of the integrated training (simulation and critical thinking strategies) and simulation-based training on the performance level and critical thinking ability of nursing students. Methods: The present quasi-experimental study was performed in 2014 on 40 students who were studying practical nursing principles and skills course in the first half of the academic year in Shiraz University of Medical Sciences. Students were randomly divided into control (n = 20) and experimental (n = 20) groups. After training students through simulation and integrated education (simulation and critical thinking strategies), the students' critical thinking ability and performance were evaluated via the use of California Critical Thinking Ability Questionnaire B (CCTST) and Objective Structured Clinical Examination (OSCE) comprising 10 stations, respectively. The external reliability of the California Critical Thinking questionnaire was reported by Case B.to be between 0.78 and 0.80 and the validity of OSCE was approved by 5 members of the faculty. Furthermore, by using Split Half method (the correlation between odd and even stations), the reliability of the test was approved with correlation coefficient of 0.66. Data were analyzed using t-test and Mann–Whitney test. A significance level of 0.05 was considered to be statistically significant.

A comparison of educational strategies for the acquisition of nursing student's performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies) Abstract Background: There is a need to change the focus of nursing education from traditional teacher-centered training programs to student-centered active methods. The integration of the two active learning techniques will improve the effectiveness of training programs. The objective of this study is to compare the effects of the integrated training (simulation and critical thinking strategies) and simulation-based training on the performance level and critical thinking ability of nursing students. Methods: The present quasi-experimental study was performed in 2014 on 40 students who were studying practical nursing principles and skills course in the first half of the academic year in Shiraz University of Medical Sciences. Students were randomly divided into control (n = 20) and experimental (n = 20) groups. After training students through simulation and integrated education (simulation and critical thinking strategies), the students' critical thinking ability and performance were evaluated via the use of California Critical Thinking Ability Questionnaire B (CCTST) and Objective Structured Clinical Examination (OSCE) comprising 10 stations, respectively. The external reliability of the California Critical Thinking questionnaire was reported by Case B.to be between 0.78 and 0.80 and the validity of OSCE was approved by 5 members of the faculty. Furthermore, by using Split Half method (the correlation between odd and even stations), the reliability of the test was approved with correlation coefficient of 0.66. Data were analyzed using t-test and Mann–Whitney test. A significance level of 0.05 was considered to be statistically significant.

Introduction: E-learning as one of the new methods of learning makes it possible to achieve skills at higher levels without time and space constraints. The purpose of this research was to compare the effect of case-based learning in two ways of personal and off-line (forum) E-learning on the knowledge and attitudes of undergraduate medical students of Shiraz University of Medical Sciences. Methods: This is a semi-experimental research, which was conducted on 44 dental students in the academic year of 2014. Sampling was a block randomizing. Both groups were given written exams before and after teaching in order to evaluate the participants' awareness and knowledge of the content, the satisfaction level and attitudes of both groups were questioned by the application of an exam following the Likert scale format of 1-5. In this study, a paired samples t-test was used for comparing students' pretest and posttest scores in each group, and an independent samples t-test was run for comparing the changes in scores, students' attitudes, and satisfaction in both groups. In case of derivation from the normal distribution hypothesis, non-parametric equivalents were used in these tests. The acceptable significant level was α=0.05. Results: The mean score of primary awareness in both groups of personal and E-learning was statistically the same (p=0.647). A significant increase was observed in the awareness level of people after the application of learning (p<0.001). The awareness of people in personal and E-learning groups before learning (median=2) was significantly increased compared to that after learning (personal: median=5 and electronic: median=6). The increase of awareness in personal and E-learning groups was statistically the same (p=0.216). Generally, the increase of awareness level was similar in women and men (p=0.822). There was not a significant relationship between people's attitude with the learning method and age of the participants. Conclusion: Given that the learning and attitudes of students in off-line (forum) E-learning and personal learning was the same, and regarding the effectiveness of E-learning in time reduction and saving of costs and educational facilities, this new method can be used as a part of learning activities in medical learning program.