Volume 13, Issue 1 (6-2025)
jmsthums 2025, 13(1): 89-105 |
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S G, Z M, Z K, M K. Identifying and prioritizing educational needs in the field of E-learning: A mixed-method study among students of Shahid Beheshti University of Medical Sciences. jmsthums 2025; 13 (1) :89-105
URL: http://jms.thums.ac.ir/article-1-1356-en.html
URL: http://jms.thums.ac.ir/article-1-1356-en.html
1- Department of E-Learning in Medical Sciences, School Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran
2- Department of Medical Education, School Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran
3- Department of E-Learning in Medical Sciences, School of Paramedical Sciences, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
2- Department of Medical Education, School Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran
3- Department of E-Learning in Medical Sciences, School of Paramedical Sciences, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
Abstract: (198 Views)
Background & Aim: Today, enhancing the quality of medical education through new technologies has become a necessity, requiring a precise identification of students' needs and demands. This study aims to contribute to the design of more effective educational programs and improve the quality of virtual education by accurately identifying students' needs and expectations in the field of online learning.
Methods: This mixed-methods study was conducted at Shahid Beheshti University of Medical Sciences in Tehran from 2020 to 2022, combining qualitative content analysis and a descriptive quantitative approach. In the qualitative phase, purposive sampling was initiated and continued with snowball sampling until data saturation was achieved. Data were collected through semi-structured interviews and analyzed using the Diekelmann approach. In the quantitative phase, a questionnaire comprising 53 questions on educational needs was completed by 330 medical students. Data analysis and prioritization of educational needs were performed using SPSS software and the Friedman test. st.
Results: Based on the prioritization of students' educational needs, the main domains were as follows: educational challenges and opportunities (mean rank: 6), supervision and support (4.91), infrastructure (3.62), evaluation (3.29), content-related issues (1.92), and interaction (1.26).
Conclusion: Attention to infrastructure, supervision, teaching quality, evaluation, and interaction is essential for educational institutions to enhance the quality of education. Addressing students' needs can contribute to increased satisfaction and the improvement of e-learning quality.
Methods: This mixed-methods study was conducted at Shahid Beheshti University of Medical Sciences in Tehran from 2020 to 2022, combining qualitative content analysis and a descriptive quantitative approach. In the qualitative phase, purposive sampling was initiated and continued with snowball sampling until data saturation was achieved. Data were collected through semi-structured interviews and analyzed using the Diekelmann approach. In the quantitative phase, a questionnaire comprising 53 questions on educational needs was completed by 330 medical students. Data analysis and prioritization of educational needs were performed using SPSS software and the Friedman test. st.
Results: Based on the prioritization of students' educational needs, the main domains were as follows: educational challenges and opportunities (mean rank: 6), supervision and support (4.91), infrastructure (3.62), evaluation (3.29), content-related issues (1.92), and interaction (1.26).
Conclusion: Attention to infrastructure, supervision, teaching quality, evaluation, and interaction is essential for educational institutions to enhance the quality of education. Addressing students' needs can contribute to increased satisfaction and the improvement of e-learning quality.
Type of Study: Research |
Subject:
Special
Received: 2024/11/2 | Accepted: 2025/05/7 | Published: 2025/06/30
Received: 2024/11/2 | Accepted: 2025/05/7 | Published: 2025/06/30
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