Document Type : Original Article
Authors
1
Assistant Professor, Department of Medical Education, School of Management and Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
2
Associate Professor, Director of the Center for the Study and Development of Medical Education, Mashhad University of Medical Sciences, Mashhad, Ira
3
PhD Student in Information Science, Head of Library, School of Paramedical Sciences, Mashhad University of Medical Sciences, Mashhad, Iran
4
4Assistant Professor, Department of nutrition, Director of the Center for the Study and Development of Medical Education, Varastegan Institute For Medical Science, Mashhad, Iran.
5
Assistant Professor, Department of Laboratory Sciences, Faculty of Paramedical Sciences, Mashhad University of Medical Sciences, Mashhad, Iran.
Abstract
Introduction:Education in medical sciences also needs a fundamental change in order to improve the level of education by using modern teaching methods. Using videos during teaching makes students more alert and more motivated and focused on the subject. Since Mashhad University of Medical Sciences is one of the mother universities of the country and the center of educational technology and according to the listed advantages, a study was designed to design, implement educational topics in the form of videos and in the theory classroom for laboratory science students. To be displayed.
Materials & Methods: 44 laboratory science students were considered as the target group and participated in this scholarly study. The film was designed at the University Study Center and in the classroom, pre-test students consisting of 4 four-choice questions were first taken and the film was screened and then the test post was taken. At the end of the second session, a survey form consisting of 9 questions was given to the students and finally the test and survey results were analyzed with SPSS 21.
Results: The correct questions answered in the post-test were more than the pre-test, which was a significant level for the first question (p = 0.03) and the next three questions (p <0.001), respectively. Also, the number of wrong questions answered in the post-test was significantly reduced (p <0.001). Surprisingly, almost 80% of students expressed little or no interest in continuing this teaching process.
Conclusion: Despite the fact that the students' scores in the post-test were significantly better than the pre-test, but most students expressed little or no interest in continuing the teaching process using the film.
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