Strengths of Iran for internationalization of medical sciences education

Rezaei, Habibolah; Mosavi, Amir; Yousefi, Alireza; Larijani, Bagher; Rezaei, Nima; Dehnavieh, Reza; Adibi, Peyman

doi:10.4103/jehp.jehp_488_19

Cited by 5 publications

(3 citation statements)

References 6 publications

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“…This preference stems from the convenience of not having to commute and the ability to utilize time more efficiently [ 37 ]. Additionally, one study in Iran demonstrated that virtual education and exams are especially advantageous during the COVID-19 pandemic, as they offer flexibility and accessibility while accommodating more students and saving resources [ 17 ]. Dental students in Taiwan have also found online education to be effective for time management and convenience [ 38 ].…”

Section: Discussionmentioning

confidence: 99%

“…However, considering the acceptance of e-learning by students as a crucial factor contributing to the success of e-learning systems within the realm of education technology [ 9 ], during the COVID-19 pandemic, virtual learning replaced traditional classrooms, created a unique and compulsory experience for students, and left no alternate routes for education [ 15 ]. Research on virtual education during the COVID-19 pandemic has shown that students were primarily concerned about the impact of COVID-19 on medical education [ 16 ], and a major impact of the pandemic is the extension of academic terms [ 17 ]. Despite these educational challenges, this exceptional situation provides a great opportunity for nursing students to learn, take initiative, and be creative [ 18 ].…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate Nursing Students’ Experiences of Virtual Learning during the COVID-19 Pandemic: A Qualitative Study

Asgari Tapeh,

Darvishpour

2024

Nursing Research and Practice

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Background. With the emergence of the COVID-19 pandemic, schools and universities were closed, and virtual education replaced face-to-face classes. This learning method was a new and different experience for nursing students. Perceiving their experiences could help improve the quality of medical education. Therefore, the present study aimed to describe nursing students’ experiences of virtual learning during the COVID-19 pandemic. Materials and Methods. This study involved qualitative descriptive research that was conducted in 2022. The participants included 25 undergraduate nursing students studying at the School of Nursing and Midwifery in East Guilan in northern Iran who had experienced virtual learning due to the COVID-19 pandemic. Purposeful sampling was applied until data saturation. Qualitative content analysis with a conventional approach was performed based on the model proposed by Graneheim and Lundman (2004). Coding was performed with MAXQDA 2007 software. Results. The data analysis led to the emergence of 110 primary codes and two main categories entitled “positive experiences” and “negative experiences.” The first main category was “positive experiences” (included 1 subcategory (benefits of virtual learning) with 3 subsubcategories (saving time, saving money, and increasing the possibility of daily planning)). The second main category was “negative experiences” (included 4 subcategories (reducing quality of education, physical effects, psychological effects, and different exams)). Conclusion. Nursing students had both positive and negative experiences with virtual learning during the COVID-19 pandemic and were facing multiple educational challenges. The findings of this study could be considered by managers and relevant officials in educational planning to improve the quality of nursing education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Undergraduate Nursing Students’ Experiences of Virtual Learning during the COVID-19 Pandemic: A Qualitative Study

Asgari Tapeh,

Darvishpour

2024

Nursing Research and Practice

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“…[ 9 ] Prior to the COVID-19 pandemic, online education was used in a limited way in Iranian higher education institutions. [ 10 ] Due to the adoption of virtual technology by faculty members and students and its increasing use in academic circles after the COVID-19 pandemic, this study was conducted to explain faculty members’ experiences using effective teaching strategies in online classes during the COVID-19 era. This study provides a deep insight into the researched field.…”

Section: Introductionmentioning

confidence: 99%

Elucidating experiences of faculty members in applying effective teaching strategies in the online class during the COVID-9: A qualitative study

Rezaei

Ramezani

Koohestani

et al. 2023

Journal of Education and Health Promotion

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BACKGROUND: Despite the restrictions on providing medical courses online in medical universities, all instructors were required to provide training on virtual platforms. This study aimed to explain faculty members’ experiences applying effective strategies in online class teaching. MATERIALS AND METHODS: This study has been done with a qualitative approach and using the method of conventional content analysis. Participants included 14 faculty members working at the Shiraz University of Medical Sciences. Semistructured interviews were used to collect data. Faculty members who had experience in conducting online classes were purposefully selected. Graneheim and Lundman's (2004) approach was used to analyze interview data. RESULTS: Two main categories were obtained from the data analysis: interpersonal communication and supportive behavior. The category of interpersonal communications comprises the subcategories of emotional expression and flexibility. The category of supportive behavior includes the subcategories of educational design, learner encouragement, diversity in evaluation, collaborative learning, and prompt feedback. CONCLUSION: Our findings confirmed that an appropriate teaching strategy leads to better attention to class and deep learning in learners. The cause is that in online classes, the student's attention is more minor than in daily classes due to its virtual nature. Appropriate educational strategies will motivate learners, interest them, and improve teacher interaction. These strategies increase students’ participation in educational activities.

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