جستجوی مقالات مرتبط با کلیدواژه « In-person training » در نشریات گروه « پزشکی »

Training has an important role in decreasing accidents and increasing safety level in workplaces. The aim of this study was to compare the effect of in-person training with that of virtual training on using personal protective equipment among the workers of an open stone quarry.

This study was conducted on 75 workers of an open stone quarry in 2018. The study population was divided into three groups of control, inperson training, and virtual training. The educational content was compiled by the researchers and then confirmed by a group of experts. Data regarding the use of personal protective equipment at workplace were collected by means of a questionnaire both before and after training. Data analysis was performed using the Chi-square test, paired sample t-test, and ANOVA.

The results revealed no significant difference among the research groups before training in terms of using personal protective equipment (P>0.05). However, after training, there was a significant difference among the groups in this regard (P<0.003). Accordingly, the rate of using safety helmet and mask increased in both virtual training (P=0.005 and P=0.0001, respectively) and in-person training (P=0.043 and P=0.0001, respectively) groups as compared to that in the control group (P˂0.05).

The findings of this study showed that in-person and virtual training methods were effective in increasing the adoption of personal protective equipment and safety behaviors. It seems that the use of virtual training as an alternative or complementary method for traditional methods can be an appropriate approach for retraining and improving self-care and safety behavior among the workers of the quarries.

 The development of different approaches to e-learning at various levels, including higher education, is a reality that advanced and evolving societies face. The shortcomings of pure online e-learning are nowadays leading different educational institutions towards a hybrid educational approach. In this study, this study endeavored to examine one of these experiences in hybrid classrooms and to investigate the possible effect of applying this approach on studentschr('39') academic performance and their satisfaction with this hybrid learning method.

 This research is a quasi-experimental study. The study population of elementary medical students in the second semester was 98-97. A total of 140 people were included in the study by sampling method and were divided into two groups of 70 people in face-to-face education and 70 people in the combined education group. Satisfaction tool was a researcher-made questionnaire and the level of learning was assessed using a four-choice option at the end of the semester. Independent t-test is used to compare the means of the groups.

 The mean and standard deviation of the satisfaction score in the combined group was 72.37±10.04 and the mean satisfaction score in the training group was 66.81 9 9.9. The difference between the two groups was significant (p<0.04, t=3.29). The mean and standard deviation (end-of-semester test score) were 15.73±4.13 in the face-to-face training group and 17.49 08 5.08 in the combined education group and were significantly higher than the face-to-face training group (p<0.02) , t=2/24).

 The findings revealed the level of satisfaction and learning in the hybrid group group was significantly better than the in-person training group.

This study was carried out aimed to comparing the method of teaching through social network and face training and its impact on the level of learning and retention of adult students in the social sciences. A Quasi-Experimental method was used with two experimental in this study. The pretest-posttest with control group was used in this study. The population of this study includes all students of kharazmi private adult male school in khoramdar who studied in the academic year 2015-2016. Random sampling method was used in this study and a 30-member class from this school was selected as sample. The researcher-made tests were used to determine the rate of students' learning and retention. The indices of average and standard deviation of scores have been investigated to analyze the findings in the descriptive statistics section. Analysis of covariance (ancova), multivariate analysis of variance test have been used in the inferential statistics. According to the findings of the first hypothesis, the students' learning who use telegram social network was more than in-person training (f = 9.556, P < 0.05). Also, the second hypothesis showed that the rate of students' retention during the telegram social network was more than in-person training (f = 7.065, P < 0.05). Deploying virtual social networks can be an opportunity to improve teaching and learning. Teachers and professors can use these networks to improve the quality of their teaching and deepen their learning, content retention, and increase the student's academic achievement due to the possibilities offered by virtual learning networks.