جستجوی مقالات مرتبط با کلیدواژه « Multimedia » در نشریات گروه « پزشکی »

Achieving procedural skills is one of the pillars of health higher education which is in line with the social responsibility of medical education. Since it is not possible to encounter important cases in bronchoscopy during the training course, the common cases that the students encounter in their future work environment were prepared as an educational video. Therefore, the purpose of this study was to find out the impact of using bronchoscopy educational video intervention on medical assistants’ knowledge, skill, and medical error comparing it with the traditional method at Dr. Masih Daneshvari Hospital.
In this experimental study, two groups were randomly assigned: the experimental and the control. Each one consists of 15 participants.  The first group used mannequins (traditional method) and the second used multimedia as the experimental group. Both groups were evaluated by pre and post-tests. Multiple choices (MCQs) were given to evaluate the knowledge and a checklist for skills. A comparison of the impact of intervention before and after education in both groups was statistically analyzed using the independent t-test.
There were statistically significant differences between the experimental group and the control group at a significance level of 0.042 for the skill. An average increase of 3 points was observed in the experiment group, while the control group increased by 1.4 points. No significant difference was seen for knowledge. The number of patients with pneumothorax was also decreased.
Results showed that the multimedia training method effectively promotes the assistants’ skills and reduces medical errors following bronchoscopy Administration. It is recommended to use educational videos (multimedia) to improve assistants' skills. It is suggested to apply the new model of education rather than sticking to the traditional one.

Any health strategy aims to improve people’s health level and quality of life with special emphasis on the development of health education. Health system workers must have sufficient knowledge and skills in designing, implementing, and assessing health education programs. One of the critical points in educational planning is the selection of the most suitable educational methods and media to convey the content of the education to the audience to lead to the desired learning of the learners.

In times of pandemic and quarantine, it is necessary to use new educational methods. The aim of this study was to compare the effectiveness of multimedia and booklet educational methods on knowledge, attitude, and job performance of healthcare providers in community health centers regarding COVID-19 in women during pregnancy, childbirth, and breastfeeding.

The aim of this study was to compare the effectiveness of multimedia and booklet educational methods on knowledge, attitude, and job performance of healthcare providers in community health centers regarding COVID-19 in women during pregnancy, childbirth, and breastfeeding.

The population of this quasi -experimental study consisted of 90 Iranian health care providers in the community health centers of Gonabad city in eastern Iran) 2021, who were selected using the non-probability, purposive sampling method and randomly divided into three groups using a permuted block randomization design: Control group, Multimedia group and Textbook group. Knowledge, attitude and work performance were measured and compared before, after and four weeks after the intervention. The educational content was based on the Iranian Ministry of Health guidelines for the management of Covid-19 in pregnancy, childbirth and breastfeeding.

The results showed a significant difference between the mean score of knowledge, attitude, and work performance of the multimedia group and booklet group before and after the intervention (P<0.001), while there was no statistically significant difference between the mean score of knowledge, attitude, and work performance of the control group before and after the intervention (P<0.05).

Multimedia teaching increases the knowledge, attitude and work performance of healthcare providers in community health centers regarding COVID.

 Exercise stress test (EST) is commonly performed to diagnose cardiovascular diseases. Patients undergoing EST usually experience anxiety and stress mainly because they lack knowledge about the test.

 The present double-blinded randomized controlled trial aimed to compare the effects of education via face-to-face, interactive multimedia, and short messaging service (SMS) methods on anxiety level (main outcome) and vital signs (secondary outcomes) in candidates for EST.

 Candidates of EST with moderate to severe anxiety were allocated randomly (block size of 6) to receive education via the face-to-face routine method (control, n = 47), multimedia (n = 48), or SMS (n = 49). The educational content was similar in the groups and focused on EST methods, preparations, and potential adverse effects. Anxiety was assessed at baseline and one week after education. The patients’ blood pressure and pulse rate were measured at baseline, before, and after the EST.

 One-hundred-forty-four patients completed the study. The post-intervention anxiety reduced significantly in the SMS group compared to the control group (P < 0.001, Cohen’s d = -1.09) and in the SMS group compared to the multimedia group (P < 0.001, Cohen’s d = -0.83). The anxiety score was not significantly different between the multimedia and control groups (P = 0.454, Cohen’s d = -0.26), although within-group comparison showed a significant decrease in the multimedia and SMS groups. Patients who received education via SMS also experienced lower pulse rates than those in the control group.

 Because of the effectiveness of education via SMS in decreasing patients’ anxiety scores, we recommend using this method to prevent anxiety before EST, especially in developing and low-income countries.

Falling is a common aging-associated problem. Over one-third of older adults have experienced at least one episode of falling, and its prevalence increases with age.

This study was conducted to determine the effect of fall-prevention multimedia training on the fear of falling, home safety, and the quality of life in older adults presenting to a designated healthcare center.

Design: Parallel, double-blind, randomized, controlled trial. Setting: The orthopedic outpatient clinic of Dena Hospital in Shiraz, Fars province, Iran. Participants: 100 older adults, including 50 randomly allocated to the intervention group (multimedia training) and 50 to the control group (standard teaching) by permuted block randomization. Measurements: For data collection, a demographic information form, the fear of falling inventory, the home falls and accidents screening tool (HOME FAST), and LEIPAD (an instrument for assessing the quality of life in older adults) were completed before and three months after the intervention. The level of significance was set at 0.05.

The comparison of the pre-and post-intervention scores of the three assessed outcomes between the study groups showed a significant difference between the mean scores of home safety before and after the intervention (P < 0.001) in the intervention group; however, there were no significant differences in the scores of fear of falling (P = 0.30) and quality of life (P = 0.32). In the control group, there were no statistically significant differences in the mean scores of the three outcomes before and after the intervention. Calculating the standardized mean difference revealed the significant effect of the intervention on home safety (Cohen’s d = 0.84, 95% CI: 0.43 - 1.3).

Given the potential effectiveness of multimedia training in the improvement of older adults’ fear of falling and quality of life, especially concerning home safety, this type of training should be emphasized in future educational programs.

For patients, COVID-19 disease is a reminder of non-existence and death. For this reason, these patients experience existential anxiety. One of the effective factors in the control and treatment of this disease is to educate patients on self-care to reduce the burden of these psychological problems on them. The present study was designed and conducted with the aim of evaluating the effect of self-care educational program using telemedicine and multimedia methods on the level of existential anxiety in COVID-19 patients.

This study was a quasi-experimental research conducted on 88 COVID-19 patients referred to the comprehensive health service centers of Bandar Abbas, Iran from 2020 to 2021. Th0ey were selected using a convenience sampling method. The samples were randomly assigned to the multimedia (44 patients) and telenursing (44 patients) groups. Patients in both groups received education on self-care during COVID-19 disease for 21 days. The Existence Anxiety Scale was completed before and immediately after the intervention. Data were analyzed with SPSS software version 26. Descriptive statistics, normality test, independent t-test, homogeneity of variance and covariance, univariate and multivariate analysis of covariance were used.

The mean score of existential anxiety at the beginning of the study was 90.50± 12.57 and 85.25 ±16.12, respectively, in the telenursing and multimedia groups, and after the intervention, it was 46.88 ± 6.38 and 65.40 ± 9.59, respectively, in the telenursing and multimedia groups. After the intervention, the existential anxiety score was significantly reduced in the telenursing group compared to the multimedia group (p <0.001).

Based on the findings of this study, self-care education programs and knowledge about necessary care during COVID-19 illness should be considered for patients in comprehensive health centers, and telenursing should be used for more effective self-care education.

 Many educators have developed an interest in an emerging new concept called entertainment education (edutainment). Edutainment is a kind of tool that, in this age of technology, can be easily incorporated into education.

 This study aimed to use edutainment for teaching orthodontic lateral cephalometric and dental cast analysis as well as to evaluate the dental students’ attitudes towards it.

 In this cross-sectional study, the multimedia-enhanced with edutainment was designed using Articulate Storyline version 3.5. To evaluate the students’ attitudes, 52 ninth-semester dental students doing their second semester in 2019 - 2020 were included in the study. Then they were asked to complete a standard questionnaire with a 7-point Likert scale from strongly disagree to strongly agree and including 26 items in eight domains of perceived self-efficacy, perceived satisfaction, understanding usefulness, behavioral concept, e-learning system quality, interactive learning activities, e-learning effectiveness, and multimedia instructions. Data were analyzed and expressed using independent sample t-test, one-way ANOVA, and descriptive statistics.

 The majority of the students had positive attitudes towards the areas of perceived self-efficacy (83.3%), perceived satisfaction (90.4%), perceived usefulness (96.8%), behavioral intention (91.7%), e-learning system quality (75%), interactive learning activities (73.1%), e-learning effectiveness (88.5%), and multimedia education (85.3%).

 In sum, the students’ attitudes towards learning were positively and significantly influenced by the designed educational multimedia enhanced with edutainments to teach lateral cephalometric analysis in orthodontics. It was found that the application of edutainment as an educational tool together with traditional training may have been an effective method for teaching and, therefore, it was recommended that edutainment should be used as an alternative to traditional methods during crises such as the COVID-19 pandemic.

Healthy lifestyle affects the health of the mother and fetus during pregnancy. This study aimed to compare the effects of group discussion and multimedia package education interventions on healthy lifestyles among pregnant women.

This quasi-experimental study was conducted on 151 pregnant women during their 16-28 weeks of pregnancy who were referred to comprehensive health centers in Bajestan City, Iran. They were randomly allocated to three groups: Group discussion (n=50), multimedia package education (n=52), and control group (n=49). The demographic questionnaire and Walker’s health-promoting lifestyle profile II were used for data collection before and one month after the intervention. The educational intervention in the group discussion was held in 4 sessions. The multimedia package group received software consisting of text, video, animation, and audio materials. Finally, the control group received routine educational support in health centers. The study data were analyzed using descriptive and inferential statistics and at a significance level of 0.05.

The result showed no significant difference between the three groups before intervention (P=0.073) regarding their mean lifestyle scores. However, the mean lifestyle score was significantly lower in the control group compared to the other two groups one month after the intervention (P<0.001). However, the mean lifestyle score was significantly higher in group discussion and multimedia groups (P<0.001).

The findings showed that multimedia package and group discussion methods improved lifestyle in pregnant women. Therefore, we suggest that health providers use these methods for pregnant women regarding their rationales and facilitations.

The Covid-19 pandemic has adversely affected various dimensions of life and lifestyles, and sexual life is no exception. The present study aimed to determine the effect of multimedia sexual index promotion packages on the sexual function, desire, and satisfaction of couples during the outbreak of Covid-19.
Materials &

This randomized clinical trial study was performed on 60 married people in Qazvin City, Iran, in 2022. Participants were randomly assigned into control (n=30) and intervention (n=30) groups. Demographic questionnaire, Larson Sexual Satisfaction Questionnaire, Hurlbert Index of Sexual Desire, International Index of Erectile Function, and Female Sexual Function Index were used to collect data. The Chi-square, independent t-test, Mann-Whitney, paired t-test, and Wilcoxon test were used for data analysis.

In the intervention group, the mean of sexual function, desire, and satisfaction significantly increased in the post-test compared to the pre-test (p<0.05). This difference was observed only in sexual desire in the control group (p<0.05).

Multimedia sexual indexes promotion packages improve sexual function, desire, and satisfaction of couples during the outbreak of Covid-19.

Multimedia in learning plays a significant role in supporting the success of learning. This study aimed to develop digital-based learning multimedia to improve student skills in childbirth.

Materials & Methods:

This study consisted of six stages, including potential problems, data collection, product design, design validation, revision, and product testing. Based on the results of development and testing, the learning media in the form of an animated delivery aid video was declared successful after being reviewed by material experts with highly good results and good learning. The media experts stated that this multimedia learning has a good appearance and features. Further, testing on students was conducted in three groups, including one-on-one groups, small groups, and field trials.

The trial results found that six students, with a proportion of 87.79%, had high validity scores. Student assessment in small groups involving 10 students obtained a value of 92.67% in the valid category. The results of field trials on 35 students was valid, with the proportion of 92.86%.

Students can achieve better learning outcomes after using animated video media. The animated videos are highly effective as a learning media in improving student skills in childbirth.

The prerequisite of effective nutrition intervention is an appropriate education. This study aimed to evaluate the effectiveness of nutrition education based on discussion and multimedia in the learning of pregnant women. 

This randomized educational trial was conducted on 174 pregnant women in Gonabad City, northeast Iran. The study participants were randomly assigned into three groups (58, 57, and 59 women in the multimedia group, discussion group, and control group, respectively). The demographic information form and assessment of learning questionnaire were completed before the study for all three groups. In the intervention group, training was based on the discussion and multimedia packages. Multimedia packages were given to mothers in the intervention group for 2 weeks. In the discussion group, mothers were divided into subgroups of 8 to 12 members, and educational subjects were presented over three 90 min sessions. One month after the intervention, a post-test was administered to all groups.

The mean gestational ages in the multimedia group, discussion group, and control group were 9.66, 9.54, and 9.40 weeks, respectively. The results showed that the difference between the multimedia and discussion groups (P<0.001) regarding the cognitive scores was significant before and after the intervention. There were significant differences between groups regarding affective domain scores before and after the intervention (P=0.03).

The effectiveness of multimedia learning in the cognitive domain and discussion in the affective domain was confirmed. Therefore, it is recommended to use innovative and effective methods such as multimedia packages for educating pregnant women.

World Health Organization pointed out in 2019 that insufficient physical activity has become the fourth major risk factor affecting global mortality.

This research explores the influence of multi-media teaching intervention in the physical education curriculum on college students’ sports attitudes and behavior.

The subjects of weight training and Yogalates courses (94 people in weight training class 2 and 94 people in Yogalates class 2) were divided into experimental and control groups. Both groups were taught in person for 18 weeks. The experimental group participated in multi-media audio-visual teaching for 6 weeks, once a week, for 30 minutes. The control group did not implement multi-media audio-visual teaching. Before and after the teaching experiment, 188 questionnaires were issued with the sports attitude and sports behavior scales, and 184 (97.8%) were effectively returned in the pre-test; 180 (95.7%) were effectively returned in the post-test. After the questionnaire was collected, it was analyzed by descriptive statistics, cross-analysis, and an independent sample t-test.

The study found that after multi-media teaching is involved in physical education courses, students’ sports attitudes and behaviors are significantly higher than in traditional teaching, and the number of students participating in sports after class has increased significantly.

Multi-media teaching intervention in physical education courses can effectively improve students’ attitudes towards sports, change their actual participation in sports, and enable students to develop the habit of continuing to participate in sports after class.

The limited ability of educational institutions to prepare learning materials due to being expensive makes it essential to use other methods such as digital methods or minimize the use of excessive learning materials. Accordingly, the present systematic review aims to find out to the effects of multimedia e-books and Augmented Reality (AR) on the knowledge and skills of health sciences students.

This systematic review was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Relevant articles were searched in ScienceDirect, ERIC, ProQuest, Pubmed, and Wiley Online Library, with the publication year of 2010-2021. Eligibility criteria were determined based on the PICOS guidelines. Joanna Briggs Institute (JBI) checklists were used for the quality assessment of the included articles. The risk of bias was assessed using the Cochrane Collaboration’s risk-of-bias assessment tool. The articles were analyzed thematically after collecting their main findings, design, and applied methods.

The initial search yielded 493 articles. After removing duplicates, articles met exclusion criteria, and those with low quality, 11 eligible articles were selected for the review. Studies showed that multimedia e-books increased the students’ knowledge of evidence-based medicine, anatomy, community health nursing, pediatric care, electrocardiogram, and sexual harassment prevention. The use of AR increased the skills of students in performing local anesthesia, dental care, and anatomy.

The use of multimedia e-books and AR has significant effects on the learning process of health sciences students compared to conventional teaching methods.

Acute Coronary Syndrome (ACS) is the first leading cause of death in the industrial world. It is associated with low self‑esteem and self‑efficacy. Given that patient education is a key role of nurses, this study sought to evaluate the effects of multimedia education on self‑efficacy and self‑esteem among patients with ACS.

This randomized clinical trial was conducted in 2017 on 60 patients recruited from the two coronary care units of Hajar and Kashani hospitals, Shahrekord, Iran. Participants were randomly allocated to an intervention and a control group. The study intervention was a multimedia educational program. Data were collected before and 1 and 2 months after the intervention onset using a demographic questionnaire, the Cardiac Self‑Efficacy Scale, and Coopersmith Self‑Esteem Inventory. Data analyses were performed using repeated measures analysis of variance, t‑test, Chi‑square test, and Fisher’s exact test.

The mean score of self‑efficacy in the intervention group (F2 = 119.26, p < 0.001) and in the control group (F2 = 74.21, p < 0.001) significantly increased across the three measurement time points. The mean score of self‑esteem in the intervention group significantly increased across the three measurement time points (F2 = 101.19, p < 0.001), while it remained significantly unchanged in the control group (F2 = 2.56, p = 0.086).

Multimedia education is effective in significantly improving self‑efficacy and self‑esteem among patients with ACS. Therefore, nurses can use this strategy to improve these patients’ self‑efficacy and self‑esteem.