Performance Report of Distance Learning at Rafsanjan University of Medical Sciences During the COVID-19 Pandemic

Iranmanesh, Foad; Ostadebrahimi, H.; Mirzazadeh, Azin; Азин, Марьям Резаи

doi:10.29252/jrums.19.4.423

Cited by 5 publications

(3 citation statements)

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“…According to the findings of the present study, the first challenging experience at Rafsanjan University of Medical Sciences was managerial challenges such as legislation and law enforcement in the university, which were also among the challenges raised in previous studies (18,19). Although Rafsanjan University of Medical Sciences has implemented policies to increase the awareness and knowledge of the faculty members by running training programs on how to use the virtual education system (20), in some cases, this issue makes virtual education more difficult at university due to the novelty of the program and lack of effective support (21).…”

Section: Discussionmentioning

confidence: 99%

Virtual Medical Education During COVID-19 Pandemic in Iran: A Qualitative Study of Perspectives on Challenges and Strategies

et al. 2022

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Background: The COVID-19 pandemic led to virtual education for students, causing many problems in many countries, including Iran. Objectives: This study explains the challenges of virtual medical education and strategies to promote it from the perspective of students, faculty members, and educational staff of Rafsanjan University of Medical Sciences to meet the needs and expectations of learners and educators. Methods: This qualitative study was conducted using a conventional content analysis approach in 2021. The sample size criterion was to achieve data saturation, based on which 14 faculty members, students, and educational staff were selected by purposive sampling and interviewed using a semi-structured interview guide. The accuracy of the data was ensured through participants’ views, peer review, and an external observer. MAXQDA version 10 was used to facilitate the analysis process. Results: Based on the analysis, 4 main categories for virtual education challenges, including managerial factors, problems related to the nature of virtual education, infrastructural factors, and individual factors, were extracted. Further, 4 main categories, including improving management, improving education, providing infrastructure, and informing and empowering educators, students, and educational staff, were extracted to promote virtual education during the COVID-19 pandemic at Rafsanjan University of Medical Sciences. Conclusions: The challenges to which virtual education is faced and unique strategies to promote it during the COVID-19 pandemic were discussed. Understanding these challenges helps to their elimination and provides practical solutions for them. These challenges and solutions can lead to effective virtual education and thus increase the quality of learning.

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Section: Discussionmentioning

confidence: 99%

Virtual Medical Education During COVID-19 Pandemic in Iran: A Qualitative Study of Perspectives on Challenges and Strategies

et al. 2022

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“…Furthermore, the universities of medical sciences also focused on using learning management systems (LMS) (23). In the field of medical education, with the prevalence of COVID-19, education was initially provided via social network platforms irregularly (4), and some medical universities also had their exclusive platforms (24). However, medical universities were then asked to use the Navid system (university offline learning software for medical universities) as a centralized educational system (4,12,25) as such, the university professors and students would benefit from its capabilities after registration.…”

Section: Instrumentsmentioning

confidence: 99%

“…One of the main contents uploaded by the professors was slides with sound effects (28). Moreover, since the Navid system only supports asynchronous online education, universities have also applied online and synchronous education systems such as Adobe Connect software (24), which possess many features, including file and desktop sharing capabilities. This software supports mobile and desktop systems and also records online classes (29).…”

Section: Instrumentsmentioning

confidence: 99%

COVID-19 and Online Education in Iran’s Universities of Medical Sciences: A Narrative Review

Dastani

2021

Jundishapur J Health Sci

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Context: With the outbreak of COVID-19 pandemic and the rapid growth of online education, Iranian universities of medical sciences began to hold online classes for students. Accordingly, the present study aimed to examine different aspects of online education in medical universities during the COVID-19 pandemic. Methods: This narrative review study was to review studies on online education during the COVID-19 pandemic in Iran’s universities of medical sciences. To this end, the PubMed and Sciencedirect databases as well as the Google Scholar scientific search engine were searched on April 20, 2021 using the following keywords: ‘online education,’ ‘virtual education,’ ‘virtual learning,’ ‘e-learning,’ ‘COVID-19,’ and ‘Iran’. Results: The present findings revealed Navid, Adobe Connect, and SkyRoom platforms as the most popular online teaching tools in Iran’s universities of medical sciences during the COVID-19 pandemic. The main challenges in online education in Iranian universities of medical sciences was students’ non-equal accessibility to appropriate hardware, software, and communication tools, students and professors’ insufficient knowledge and unfamiliarity with information technology tools and e-learning, lack of proper interactions between professors and students, and the lack of a suitable platform for practical clinical training and internships. Conclusions: Educational simulation systems and online education support systems are useful in teaching clinical, practical, and internship courses to students and promoting interactions between teachers and students.

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Identifying and ranking the factors affecting the quality of virtual education during COVID-19 crisis using DANP technique

Feili

Jabari

Safaei

et al. 2021

jmis

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Aim: Education and technology are the key indicators that should be taken into account during the infectious pandemic of human society with Covid-19. Preventing scientific and educational gaps requires recognition of the present problems, modifying necessary conditions and improving the quality of education, which lead to the durability and consistency of the country's scientific strength. Methods:The present study was a cross-sectional quantitative research in terms of applied purpose, descriptive method and the nature of the data. The statistical sample consisted of 10 professors familiar with virtual education with at least ten years of experience in Hormozgan University of Medical Sciences. They were selected through purposeful sampling in the form of snowballs. A DANP-based questionnaire was used to collect the data. The incompatibility rate of the questionnaires was 0.03 and their reliability was confirmed. The collected data were analyzed by Excel software. Results:The results revealed that the most effective factors of improving the quality of virtual education in Hormozgan University of Medical Sciences are activists of electronic knowledge and skills with a weight of 0.12, organizational support with a weight of 0.105, and infrastructure and system quality with a weight of 0.103. Conclusion:Organizational factors, education and technology are more important than individual factors. Therefore, managers' and decision-makers' efforts in this area can play a significant role to achieve the desired goals.

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Performance Report of Distance Learning at Rafsanjan University of Medical Sciences During the COVID-19 Pandemic

Cited by 5 publications

References 0 publications

Virtual Medical Education During COVID-19 Pandemic in Iran: A Qualitative Study of Perspectives on Challenges and Strategies

Virtual Medical Education During COVID-19 Pandemic in Iran: A Qualitative Study of Perspectives on Challenges and Strategies

COVID-19 and Online Education in Iran’s Universities of Medical Sciences: A Narrative Review

Identifying and ranking the factors affecting the quality of virtual education during COVID-19 crisis using DANP technique

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