This study aimed to explore the strengths and weaknesses of e‐learning during the COVID‐19 pandemic from the perspective of its primary stakeholders, namely professors and students, and to provide practical solutions. Design is a qualitative study. We enrolled 22 faculty members and 58 students purposively. Research data were collected through a data collection checklist and via email and continued until the data were saturated. The qualitative content analyses were the basis of analysis in this study. Strengths were presented in 6 themes and 26 subthemes, weaknesses in 5 themes and 23 subthemes, and solutions were presented in 5 themes and 20 subthemes. Save money, time and energy; use modern software and educational technologies; and the ability to individualize education were among the strengths of e‐learning. The most important weaknesses related to e‐learning include infrastructure difficulties, problems related to the ability of professors and students to use educational systems. The most beneficial solutions offered included improving and upgrading the e‐learning infrastructure, empowering professors and students to use educational systems. We concluded that using online teaching has many strengths as well as some weaknesses. Identifying these strengths and weaknesses can help policymakers plan better.
Smartphone-based medical applications are tools for accessing the latest valid scientific evidence. These programs can improve decisionmaking and communication between medical staff and reduce medical errors. The aim of this study was to investigate the level of knowledge and use of smartphone applications among medical students of Iran University of Medical Sciences. Methods: This study was an applied study that was done by a descriptivesurvey method. 81 final-year medical students of Iran University of Medical Sciences were selected by a census in the period 2017-2018. To collect the data, a researcher-made questionnaire consisting of three parts with a Likert scale was used, and its validity and reliability were measured and analyzed using SPSS software version 21. Results: More than 40% of the students used medical applications at different times of the week. Lack of Internet access at university and at work was the biggest barrier to accessing medical applications on a mobile phone. Most of the support needed to use these programs was to use the available online guides. UpToDate and MedScape medical programs were also the most used ones by the respondents.
Conclusion:The present study shows that medical students' level of knowledge and use of smartphone-based medical applications, or rather, their level of knowledge and understanding of the applications is on the increase based on their information or experience. Therefore, necessary measures should be taken to facilitate and create Internet access infrastructure in the workplace and universities.
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