programmed instruction

In recent decades, developing science and technology and necessary to promote and update knowledge and human skills cause developing life-long learning skills consider as primary objective of adult instruction. Now for having effective function, sufficient social investment and skills including self-directed learning is necessary. The purpose of this study was to determine the stat u s of self-directed learning and its related factors in dentistry and medical students based on individual and social characteristics. In this cross-sectional study, 214 students of Guilan university of medical sciences in different courses were selected by systematic random sampling method and participated in this study, for collecting data, a questionnaire of self-directed learning readiness Guglimino was used. This scale consists of 8 domains including 58 items, with 5 point likert type. Data were analyzed using descriptive statistics (frequency distribution, mean, and standard deviation) and inferential statistics (anova.t-test). Also multiple logistic regression was used to determine the factors associated with self-directed learning readiness. based on findings self-directed learning readiness status was in moderate level in 42% of credit-research. Regression results showed that factors includings the amount of time allocated to lesson study daily between 3 to 4 hours (P=0.006) groups discussion as an interested teaching methodology, (P=0.018) also mothers education diploma and upper diploma (P=0.006) and undergraduate (P=0.41) were considered as predictive factors in self-directed learning. According to the results, attention to codified program to promote this skill in students as well as participating educational workshop, adapting principles in lesson course and selecting appropriate methodology are necessary for students.

Programmed instruction (PI) and lecture based learning have been compared in previous studies in the world, but due to special condition of education in nursing, the effects of these two methods have been less investigated in Iranian universities. This study attempts to compare the effect of these two educational methods on nursing student's learning about the basic principles of infection control. In this quasi-experimental study, 103 second-year baccalaureate (B.S) nursing students were selected by purposive sampling and then were randomly assigned to two groups (52 in experimental using self-learning method and 51 in control group taught by lecture method). Both groups were tested by similar pre and post tests and the content of teaching was the same for both of them but with different teaching methods. The experimental group was also given an opinionnaire about the programmed instruction at the end. Two weeks after the post-test, an unannounced test (delay test) was administered to both groups. The data were analyzed by SPSS software using frequency distribution, mean and standard deviation, t-test and paired t-test. There was a significant difference between the pretest and posttest scores in both groups. Also, nursing students who completed an infection control programmed instruction, scored higher on post-test than those who attended the lecture method class. The difference between the mean scores of post and delay tests was significant in experimental group but it didnt show a significant difference in the control group. The mean of the necessary time for studying modules was 35.6 minutes less than lecture presentation, and 85.4% of students preferred PI method and found the content meaningful. This study showed that self-managed learning in the form of PI is an acceptable method for teaching the basic principles of infection control to nursing students. It is recommended to use this method more in education.