Manteghinejad Amirreza, Sadeghi Hosein, Najimi Arash
Student Research Committee, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.
Cancer Prevention Research Center, Omid Hospital, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2024 Jan 22;12:460. doi: 10.4103/jehp.jehp_1378_22. eCollection 2023.
The COVID-19 pandemic has prompted a need to change traditional teaching methods. This study was conducted to evaluate the educational quality of a blended anatomy course and measure student satisfaction and knowledge after completing the course.
Tyler's model was used to develop a new blended curriculum. The study guide for this curriculum was also developed using Association for Medical Education in Europe guide no. 16. A quasi-experimental study compared educational quality, students' satisfaction, and students' satisfaction using Students' Evaluations of Educational Quality (SEEQ), Borim Nejad's satisfaction survey, and multiple choice questions, respectively. Independent t-tests and Chi-square were used to compare the groups.
A total of 122 students participated in this study, 62 and 60 in the intervention and control groups, respectively. The satisfaction score was significantly higher in the intervention group than in the control group (40.6 versus 38.6, value = 0.03). The score of SEEQ was not significantly different (91.9 versus 91.08, value = 0.52), but the subscales of learning (17.23 versus 16.32, = 0.01), group interaction (16.87 versus 18.1, = 0.01), and breadth (17.73 versus 16.65, = 0.02) were significant. The knowledge score was also significantly higher in the intervention group than in the control group (18.13 versus 16.68, value < 0.001).
Using blended learning approaches for anatomy courses can increase students' satisfaction, improve the learning and breadth of educational quality subscales, but worsen group interaction. Although this study shows improvement in medical students' knowledge, further studies are needed because of the limitations of this study.
新冠疫情促使人们需要改变传统教学方法。本研究旨在评估混合式解剖学课程的教育质量，并在课程结束后衡量学生的满意度和知识掌握情况。
采用泰勒模型开发了一种新的混合式课程。该课程的学习指南也是根据欧洲医学教育协会第16号指南制定的。一项准实验研究分别使用学生教育质量评估（SEEQ）、博里姆·内贾德满意度调查和多项选择题比较了教育质量、学生满意度。使用独立t检验和卡方检验对各组进行比较。
共有122名学生参与本研究，干预组和对照组分别有62名和60名。干预组的满意度得分显著高于对照组（40.6对38.6，P值=0.03）。SEEQ得分无显著差异（91.9对91.08，P值=0.52），但学习子量表（17.23对16.32，P=0.01）、小组互动（16.87对18.1，P=0.01）和广度（17.73对16.65，P=0.02）有显著差异。干预组的知识得分也显著高于对照组（18.13对16.68，P值<0.001）。
在解剖学课程中使用混合式学习方法可以提高学生的满意度，改善教育质量子量表的学习和广度，但会使小组互动变差。尽管本研究显示医学生的知识有所提高，但由于本研究存在局限性，仍需要进一步研究。
