Problem-based e-learning on the level of learning and academic motivation of medical students

Corona crisis has attracted the attention of all educational environments such as universities, schools and organizations for e-learning, but the quality of e-learning and its results, such as learning and academic motivation must also be considered. The aim of this study was to determine the effect of problem-based e-learning on the learning and motivation of medical students in coronary conditions.

The research method was quasi-experimental with pre-test and post-test design with experimental and control groups. From the statistical population of medical students of Ardabil University of Medical Sciences, 32 students were selected using available sampling method and were randomly divided into experimental and control groups. The experimental group was exposed to problem-oriented e-learning for two months and the e-learning group was directly exposed to the control group. A researcher-made learning questionnaire and academic motivation (Vallerend et al., 1989) were used. Research findings were analyzed using covariance.

The results showed that the average learning and academic motivation of the experimental group increased from 6.81 and 69.56 in the pre-test stage to 17.50 and 92.31 in the post-test stage, respectively. The results of analysis of covariance showed that after removing the effect of pretest, the mean scores of posttest of the two groups were statistically significant (p≥0.005).

The results of this study showed that the use of e-learning's problem-Based approach in coronary conditions can be effective in increasing the learning and academic motivation of medical students.