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Explaining the experiences of Part-time undergraduate operating room students from teaching by blended learning method: A qualitative approach

    Authors

    1 1 assistant professor, Department of Operating Room, School of Paramedical Sciences, Alborz University of Medical Sciences, Karaj, Iran.

    2 Ph.D Student in Medical Education, Medical Education Research Center, Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.

    3 Ph.D Student of Medical Education, Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.

    4 Bachelor of operating room and Master student of intensive care nursing, Alborz School of Paramedical Sciences, Alborz University of Medical Sciences, Karaj, Iran

    5 Faculty member, Department of Operating Room, School of Paramedical Sciences, Alborz University of Medical Science, karaj, Iran.

,

Document Type : Original Article

Abstract

Introduction: Blended learning (BL) is trending among medical education colleges around the world, and its many benefits, including the lack of physical presence in all sessions, have led to the popularity of this teaching method for adult learners. Therefore, the present study was conducted to explain the experiences of Part-time undergraduate operating room students from teaching by Blended learning method.
Materials & Methods: This qualitative research was conducted by content analysis method in the first semester of 2019. Data were collected through semi-structured interviews during 15 interviews with Part-time operating room students. Then the data were analyzed by content analysis using MaxQDA2 software.
Results: Data in three main categories of "challenges" with subcategories; Selection of appropriate curriculum content and secure social network, "Arrangements related to the implementation of the program by professors" category with sub-categories; Ability of teachers to teach and be motivated and the category of "brought" with subcategories; Multiplicative individual growth and interaction and increased self-confidence were categorized.
Conclusion: Based on the findings of the study, the use of this teaching method with considerations such as a suitable Internet platform, the existence of motivation and capability in professors, the selection of appropriate content can lead to satisfaction of adult students working in medical centers and individual growth and provide more versatility and interaction in the classroom.

Keywords

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Horizon of Medical Education Development
Volume 13, Issue 1
June 2022
Pages 1-10
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