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Effects of Virtual and Lecture-Based Instruction on Learning, Content Retention, and Satisfaction From These Instruction Methods Among Surgical Technology Students: A Comparative Study Publisher



Abarghouie M1 ; Omid A2 ; Ghadami A3
Authors
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Authors Affiliations
  1. 1. Department of Operating Room, Student Research Committee, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran
  2. 2. Department of Medical Education, Medical Education Development Center, Isfahan University of Medical Sciences, Isfahan, Iran
  3. 3. Department of Operating Room, Nursing and Midwifery Care Research Center, School of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran

Source: Journal of Education and Health Promotion Published:2020


Abstract

BACKGROUND: There are various instructional methods worldwide and virtual instruction is one of them. This widely used method involves online instruction and e-learning. The present study compares the effects of lecture-based and virtual instruction on student learning, satisfaction, and content retention among surgical technology students at Isfahan University of Medical Sciences. MATERIALS AND METHODS: The population of this two-stage, quasi-experimental study consisted of 40 surgical technology students at the School of Nursing and Midwifery. After fulfilling inclusion criteria, they were randomly assigned to the virtual instruction group (VG, n = 20) and the traditional, lecture-based instruction group (TG, n = 20). Data were collected via a researcher-made student satisfaction questionnaire and two learning examinations. Their validity and reliability had been confirmed. The data were analyzed using SPSS 13 and analytical and descriptive tests (P < 0.05). RESULTS: There was no statistically significant difference between the TG and the VG with respect to the mean score in the first examination (P = 0.89). However, the two groups were significantly different in terms of the mean score in the second examination (P = 0.03). Regarding content retention and recall performance, the VG outperformed the TG. Furthermore, the mean satisfaction score of the VG (132.24 ± 17.92) was higher than that of the TG (115.56 ± 17.57) (P < 0.05). CONCLUSION: Virtual instruction and lecture-based instruction had comparable short-term learning outcomes. Nevertheless, with the passage of time, it was revealed that virtual instruction could result in better learning performance and higher content retention and satisfaction. © 2020 Wolters Kluwer Medknow Publications. All rights reserved.
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