Volume 23, Issue 5 (8-2024)
JRUMS 2024, 23(5): 437-451 |
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Ethics code: IR.RUMS.REC.1401.174
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Bahramnejad Z, Ahmadinia H, Vakilian A, Rezaeian M. Examining the Satisfaction of Lecturers from Virtual Education During the COVID-19 Epidemic in Paramedical, Nursing, Midwifery, Health, and Dentistry Faculties of Rafsanjan University of Medical Sciences in 2020-2021: A Descriptive Study. JRUMS 2024; 23 (5) :437-451
URL: http://journal.rums.ac.ir/article-1-7089-en.html
URL: http://journal.rums.ac.ir/article-1-7089-en.html
Rafsanjan University of Medical Sciences
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Examining the Satisfaction of Lecturers from Virtual Education During the COVID-19 Epidemic in Paramedical, Nursing, Midwifery, Health, and Dentistry Faculties of Rafsanjan University of Medical Sciences in 2020-2021: A Descriptive Study
Zahra Bahramnejad[1], Hassan Ahmadinia[2], Alireza Vakilian[3], Mohsen Rezaian[4]
Received: 14/08/23 Sent for Revision: 25/09/23 Received Revised Manuscript: 22/06/24 Accepted: 26/06/24
Background and Objectives: Virtual education has flourished during the COVID-19 pandemic. This study was carried out in order to determine the satisfaction of lecturers from virtual education during the COVID-19 epidemic in Paramedical, Nursing, Midwifery, Health, and Dentistry Faculties of Rafsanjan University of Medical Sciences in 2020-2021.
Materials and Methods: In this descriptive study, the research population consisted of 100 teachers who taught in the mentioned faculties in 2020-2021. The data collection tool was a researcher-made questionnaire that was compiled by at least 10 experts in the field of education and investigated using content validity ratio (CVR) and content validity index (CVI). Data were analyzed using independent t-test, one-way analysis of variance, and Tukey's post hoc test.
Results: 41 people (41%) of the teachers stated that they continue virtual education after the COVID-19 epidemic and 89 people (89%) considered the speed of the internet as the most important problem of virtual education. The average satisfaction score in the age group of 30-40 years and in the teaching experience of less than 5 years and the scientific rank of professor was significantly higher than the average score of other groups (p<0.05).
Conclusion: The findings of the study showed that the overall satisfaction of teachers with virtual education is at an average level. From the teachers' point of view, some aspects of virtual education including the level of interaction with the student, providing and receiving feedback, and formative and cumulative evaluation of the student need to be improved. Therefore, upgrading the infrastructure and empowering teachers to improve the quality of virtual education seems necessary.
Keywords: Virtual education, COVID-19, Medical sciences, Student, Rafsanjan
Funding: This study was funded by Rafsanjan University of Medical Sciences.
Conflict of interest: None declared.
Ethical considerations: The Ethics Committee of Rafsanjan University of Medical Sciences approved the study (IR.RUMS.REC.1401.174).
Authors’ Contributions:
- Conceptualization: Mohsen Rezaeian
- Methodology: Mohsen Rezaeian, Hassan Ahmadinia
- Data collection: Zahra Bahramnejad, Alireza Vakilian
- Formal analysis: Hassan Ahmadinia
- Supervision: Mohsen Rezaeian
- Project administration: Mohsen Rezaeian Alireza Vakilian
- Writing – original draft: Zahra Bahramnejad
- Writing – review & editing: Mohsen Rezaeian, Hassan Ahmadinia
Zahra Bahramnejad[1], Hassan Ahmadinia[2], Alireza Vakilian[3], Mohsen Rezaian[4]
Received: 14/08/23 Sent for Revision: 25/09/23 Received Revised Manuscript: 22/06/24 Accepted: 26/06/24
Background and Objectives: Virtual education has flourished during the COVID-19 pandemic. This study was carried out in order to determine the satisfaction of lecturers from virtual education during the COVID-19 epidemic in Paramedical, Nursing, Midwifery, Health, and Dentistry Faculties of Rafsanjan University of Medical Sciences in 2020-2021.
Materials and Methods: In this descriptive study, the research population consisted of 100 teachers who taught in the mentioned faculties in 2020-2021. The data collection tool was a researcher-made questionnaire that was compiled by at least 10 experts in the field of education and investigated using content validity ratio (CVR) and content validity index (CVI). Data were analyzed using independent t-test, one-way analysis of variance, and Tukey's post hoc test.
Results: 41 people (41%) of the teachers stated that they continue virtual education after the COVID-19 epidemic and 89 people (89%) considered the speed of the internet as the most important problem of virtual education. The average satisfaction score in the age group of 30-40 years and in the teaching experience of less than 5 years and the scientific rank of professor was significantly higher than the average score of other groups (p<0.05).
Conclusion: The findings of the study showed that the overall satisfaction of teachers with virtual education is at an average level. From the teachers' point of view, some aspects of virtual education including the level of interaction with the student, providing and receiving feedback, and formative and cumulative evaluation of the student need to be improved. Therefore, upgrading the infrastructure and empowering teachers to improve the quality of virtual education seems necessary.
Keywords: Virtual education, COVID-19, Medical sciences, Student, Rafsanjan
Funding: This study was funded by Rafsanjan University of Medical Sciences.
Conflict of interest: None declared.
Ethical considerations: The Ethics Committee of Rafsanjan University of Medical Sciences approved the study (IR.RUMS.REC.1401.174).
Authors’ Contributions:
- Conceptualization: Mohsen Rezaeian
- Methodology: Mohsen Rezaeian, Hassan Ahmadinia
- Data collection: Zahra Bahramnejad, Alireza Vakilian
- Formal analysis: Hassan Ahmadinia
- Supervision: Mohsen Rezaeian
- Project administration: Mohsen Rezaeian Alireza Vakilian
- Writing – original draft: Zahra Bahramnejad
- Writing – review & editing: Mohsen Rezaeian, Hassan Ahmadinia
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Citation: Bahramnejad Z, Ahmadinia H, Vakilian A, Rezaian M. Examining the Satisfaction of Lecturers from Virtual Education During the COVID-19 Epidemic in Paramedical, Nursing, Midwifery, Health, and Dentistry Faculties of Rafsanjan University of Medical Sciences in 2020-2021: A Descriptive Study. J Rafsanjan Univ Med Sci 2024; 23 (5): 337-51. [Farsi]
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[1]- General Medicine Student, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
[2]- Assistant Professor, Department of Epidemiology and Biostatistics, School of Health, Occupational Environment Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
[3]- Prof., Dept. of Neurology, Non-Communicable Diseases Research Center, Faculty of Medicine, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
[4]- Prof., Dept. of Epidemiology and Biostatistics, School of Health, Occupational Environment Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran, Postal Code: 7718175911, ORCID: 0000-0003-3070-0166
(Corresponding Author) Tel: (034) 31315123, E-mail: moeygmr2@yahoo.co.uk
(Corresponding Author) Tel: (034) 31315123, E-mail: moeygmr2@yahoo.co.uk
Type of Study: Description |
Subject:
Statistics& Epidemiology
Received: 2023/08/13 | Accepted: 2024/07/6 | Published: 2024/08/20
Received: 2023/08/13 | Accepted: 2024/07/6 | Published: 2024/08/20
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31. Tzafilkou K, Perifanou M, Economides AA. Development and validation of a students' remote learning attitude scale (RLAS) in higher education. Educ Inf Technol 2021; 26(6): 7279-305.
32. Batool N, Hussain S, Baqir M, Anwarul Islam KM, Hanif M. Role Of HR Technology And Training For The Development Of Employees. IJBMF 2021; 5(1): 1-13.
33. King L. Education for human rights, inter-cultural and inter-religious dialogue: The role of UNESCO. International handbook of inter-religious education 2010: 919-32.
34. Karami M, Ahanchian MR, Ebrahimi S. Inhibitory factors of using e-learning courses in the covered subjects of Mashhad University of Medical Sciences. Iranian Journal of Medical Education 2012; 12(5): 377-86. [Farsi]
35. Mosalanejad L, Ahmady S. Implementation of blended learning with native systems: A new model for the application of new technology in Iranian medical education. J Educ Health Promot 2019; 8(1): 239.
36. kasavandi A, amirani M. An review of Covid- 19 and the consequences of its emergence. NCMBJ 2021; 11(42): 111-25
37. Eva KW, Anderson MB. Medical Education Adaptations: Really Good Stuff for Educational Transition During a Pandemic. Medical Education 2020; 54(6): 494.
38. Dedeilia A, Sotiropoulos MG, Hanrahan JG, Janga D, Dedeilias P, Sideris M. Medical and Surgical Education Challenges and Innovations in the COVID-19 Era: A Systematic Review. In Vivo 2020; 34: 1603-11.
39. Li L, Lin M, Wang X, Bao P, Li Y. Preparing and Responding to 2019 Novel Coronavirus with Simulation and Technology-Enhanced Learning for Healthcare Professionals: Challenges and Opportunities in China. BMJ Specialist Journals 2020; 6(4): 196-8.
40. Rose S. Medical student education in the time of COVID-19. JAMA 2020; 323(21): 2131-2.
41. Hoernke K, McGrath H, Teh JQ, Salazar O. Virtual Learning Innovations for Continuing Clinical Education during COVID-19. Medical science educator 2020; 30(4): 1345-6.
42. Almanasreh E, Moles R, Timothy F. Evaluation of methods used for estimating content validity. Research in Social and Administrative Pharmacy 2019; 15(2): 214-21.
43. Iravani M, Nasab MB, Bahmaei H, Ghanbari S, Mohaghegh Z, Siahkal SF. The level of satisfaction and quality of e-learning in medical universities of Iran during the epidemic of COVID-19. J Educ Health Promot 2022; 11.
44. Sadati L, Nouri Z, Hajfiroozabadi M, Abjar R. Faculty Members’ Experiences About Virtual Education Opportunities and Challenges During The COVID-19: A Qualitative Study. Journal of Medical Education Development 2021; 14(42): 1-10. [Farsi]
45. Loi CK, Khamkhien A, Suki NM, Akkakoson S, Lee HA. Examining factors influencing students’ acceptance of online learning during COVID-19 pandemic: Evidence from Thailand. MJSSH 2023; 8(1): e001524.
46. Almazova N, Krylova E, Rubtsova A, Odinokaya M. Challenges And Opportunities For Russian Higher Education Amid COVID-19: Teachers’ Perspective. Education Sciences 2020; 10(12): 368.
47. Gholi H, Mahmoudi M, Ansari M. Challenges of virtual education from the perspective of faculty members and medical students during the COVID-19 pandemic: A qualitative content analysis. Iranian Journal of Nursing Education 2022; 11(2): 53-63. [Farsi]
48. Mosavi S, Gholamnejad H, Hassan Shiri F, Ghaffarnia, Raeufi S. Challenges of virtual education during the COVID-19 pandemic: A qualitative study. Iranian Journal of Nursing 2022; 35(135). [Farsi]
49. Ebadi S, Shokoufeh, Vakili L. Technology Acceptance of NAVID Learning Management System in the Iranian Medical English Courses under the COVID-19 Pandemic. Journal of English language Teaching and Learning 2020; 12(26): 401-33. [Farsi]
50. Abdollahi M, Tavakol N, Ayar A. Evaluation of COVID-19 Pandemic Effects on the Quality of Education from the Perspective of Tabas Nursing School’s Professors in Iran. Mod Care J 2022; 19(1). [Farsi]
51. Nachvak M, Sadeghi E, Mohammadi R, Rezaei M, Abdollahzad H, Soleimani D. User Experience of NAVID e-learning System in the School of Nutrition and Food Technology of Kermanshah University of Medical Sciences, Iran (2020). Educ Res Med Sci 2021; 10(1).
52. Elewa AH. Online teaching readiness, challenges and satisfaction as perceived by nursing faculty members during COVID-19 pandemics. International Egyptian Journal of Nursing Sciences and Research 2022; 2(2): 568-79.
53. Maghsoudi M, Safaee F, Hashemi A. The Quality of Virtual Learning at Farhangian Teacher Education University of Markazi Province during the Corona Epidemic from the Trainees and Trainers' Perspectives. TEJ 2022; 16(3): 525-38. [Farsi]
54. Myers KR, Tham WY, Yin Y, Cohodes N, Thursby JG, Thursby MC, et al. Unequal effects of the COVID-19 pandemic on scientists. Nature human behaviour 2020; 4(9): 880-3.
55. Abdelrahim Y. How COVID-19 quarantine influenced online exam cheating: a case of Bangladesh University Students. Journal of Southwest Jiaotong University 2021; 56(1).
56. Bilen E, Matros A. Online cheating amid COVID-19. Journal of Economic Behavior & Organization 2021; 182: 196-211.
57. Yazdanparast A, Rahimi R, Khoshkholgh R, Marvi N. Evaluation of professors' performance in online teaching during COVID-19 pandemic from the perspective of medical students of Bushehr University of medical sciences, Iran. Medical Education Bulletin 2021; 2(1): 125-32. [Farsi]
58.
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