Document Type : Original Article

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Authors

  • Maryam Bastami1
  • Bahareh Mahdood2
  • Fatemeh Ghiasi3
  • Nahid Noroozi4
  • Behzad Imani5,*

 

1Instructor of Operating Room, Department of Operating Room, School of Allied Medical Sciences, Ilam university of Medical Sciences, Ilam, Iran.

ORCid: 0000-0001-5163-217X

Email: Bastamimaryam93@gmail.com

2MSc of surgical technology, Department of operating room, faculty member of Paramedical school, jahrom University of medical science, Jahrom, Iran.

ORCid: 0000-0002-7774-2294

Email: Baharehmahdood68@gmail.com

3Instructor of Critical Care Nursing, Department of Anesthesiology, School of Allied Medical Sciences, Ilam university of Medical Sciences, Ilam, Iran.

ORCid:0000-0001-6509-1829

Email: ghiasifateme@gmail.com

4Department of Medical-Surgical Nursing & Operating Room, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran.

ORCid  : 0000-0003-4267-4014

Email: N.noroozi1992@yahoo.com

5Assistant professor, Department of Operating Room, School of Paramedicine, Hamadan University of Medical Sciences, Hamadan, Iran.

ORCid:0000-0002-1544-8196

Email: Behzadiman@yahoo.com

 

Received: March 2022                      Accepted: April 2022                      Published: July 2022

10.22034/MBT.2022.342419.1014                                                     XML Files


 

Abstract

E-learning, including multimedia teaching, is a new approach to providing a learning-based teaching condition. The benefits of using multimedia in educational situations include using multiple senses to learn, practicing more to achieve mastery, facilitating participation to connect concepts, and facilitating repetition of lessons for reuse. This study tends to investigate the effect of multimedia teaching model on learning and satisfaction of operating room undergraduate students of Hamadan University of Medical Sciences with ENT surgery technology course in comparison with traditional teaching method. The present study is a quasi-experimental intervention performed on 38 6th-semester operating room students who were studying in the paramedical department of the Hamadan University of Medical Sciences. The sampling method was census. At the beginning of the semester, the first part of the course was taught traditionally according to the syllabus and the second part of the course was taught by multimedia method using the software provided by the relevant instructor. Multimedia means a simulation software that includes the concepts of anatomy training, familiarity with surgical instruments, and a complete description of ENT surgeries. At the end of both methods, the level of learning and satisfaction of students in both stages were assessed through a written exam and a satisfaction questionnaire and the effect of the designed educational software was compared between the two groups. Statistical analysis was performed using SPSS software, Ver. 23, and related statistical tests. According to the paired t-test, a significant difference was observed between student learning in traditional and multimedia teaching methods (p-value: 0.038). There was also a statistically significant difference between student satisfaction with the two methods (p-value: 0.000). The results indicate that multimedia method is a more effective method in learning and student satisfaction compared to the traditional method. Based on the results, it was found that the designed teaching software can be an effective teaching strategy to improve the learning of operating room students and increase their satisfaction.

 

Keywords: Multimedia Teaching, Traditional Teaching, Learning, Satisfaction