Author/Authors :
Karamizadeh, Z Department of Pediatric Endocrine - Shiraz University of Medical Sciences, Shiraz, Iran , Zarifsanayei, N Distance Educational Planning Center of Excellence for e- Learning in Medical Sciences - Shiraz University of Medical Sciences, Shiraz, Iran , Faghihi, AA Research Scholar in Education - Shiraz University of Medical Sciences, Shiraz, Iran , Mohammadi, H Department of Pediatrics - Shiraz University of Medical Sciences, Shiraz, Iran , Habibi, M Department of Medical Education - Shiraz University of Medical Sciences, Shiraz, Iran
Abstract :
Background: Blended learning as a method of learning that includes face to face learning, pure E-learning and
didactic learning. This study aims to investigate the efficacy of medical education by this approach.
Methods: This interventional study was performed in 130 students at different clinical levels participating in class
sessions on “congenital adrenal hyperplasia and ambiguous genitalia”. Sampling was done gradually during 6
months and all of them filled a pretest questionnaire and received an educational compact disk. One week later,
a presence class session was held in a question and answer and problem solving method. Two to four weeks
later, they filled a posttest questionnaire.
Results: There was a significant correlation between pretest and posttest scores and the posttest scores were
significantly more than the pretest ones. Sub-specialized residents had the most and the students had the least
attitude towards blended learning approach. There was a significant correlation between the research samples'
accessibility to computer and their attitude and satisfaction to blended learning approach.
Conclusion: Findings generally showed that the blended learning was an effective approach in making a profound
learning of academic subjects.
