Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:13 Issue: 3, Sep 2022

Flipped or reverse class model is a new educational method which created a great revolution in education, significantly higher education, based on new technologies.The flipped class is based on the reliable theoretical foundations and represents a unique combination of learning theories. Team-based and collaborativelearning is very inclusive and uses peer evaluation and immediate feedback to ensure individual and team responsibility to promote the learning outcomes. This study aims to provide a scoping of research studies conducted connected to flipped classroom based on team-based and collaborative learning.

This study used a scoping review method to identify, evaluate, and analyze studies on flipped classrooms based on team-based and participatory learning. The study population is the articles related to flipped classroom, team-based learning, and participative learning in higher education from 2012 to 2022. The articles in this review were selected with criteria including articles with features such as Persian or English publishing language. Then, by quantitative or qualitative approaches, done during the last 10 years. Furthermore, the keywords were flipped classroom, collaborative learning, team learning, team-based learning, and higher education.

The findings show a positive effect of flipped classrooms on team-based and participative learning. The flipped classroom positively affects peer interaction with teachers, enhances collaboration, strengthens team building, and enhances teamwork.

When using a participatory strategy in a flipped classroom, team building, and teamwork strategies could be considered if we look for significant motivational achievements for students. Educators should consider combining the participatory process with active learning methods such as the flipped classroom approach when using the participatory process

The outbreak of Covid-19 virus has affected many issues, including the students’ education. Distancing from face-to-face educational environment, the disruption of leisure and social activities, and the separation from friends are some of the quarantine consequences, which can affect issues such as students’ academic satisfaction and motivation. Therefore, this study aimed was to examine the level of academic satisfaction and motivation during Covid-19 quarantine among rehabilitation students of Ahwaz University of Medical Sciences. This cross-sectional analytical study was performed on 180 Ahvaz Jundishapur University of Medical Sciences rehabilitation students with a convenient sampling method from 2020 August to July 2021. To evaluate the level of academic motivation, the Persian version of Harter’s academic motivation questionnaire was electronically used, and to assess the level of academic satisfaction, the questionnaire by Shakornia et al. (2014) was electronically used. To investigate the association between academic motivation and academic satisfaction, the chi-square independence test (or Fisher’s exact test in case of the sparsity of contingency table) was used. Data analysis was performed using SPSS 22 software at a significant level of 0.05. The results showed that there is a significant correlation between academic satisfaction and intrinsic motivation (P=0.047), but there is no significant correlation between the academic satisfaction and extrinsic motivation (P=0.165) and academic satisfaction score and overall academic motivation (P=0.752). The correlation between academic satisfaction and field of study is significant (P=0.004). This study showed that despite the prevalence of Covid-19 and changes in educational methods during this period, the rate of academic motivation and academic satisfaction is almost high in most rehabilitation students of Ahvaz Jundishapur University of Medical Sciences. To investigate the strengths and weaknesses of education and the factors affecting the use of online education, students’ learning, and their academic motivation and satisfaction, it is recommended to examine the level of students’ academic motivation and satisfaction in different universities during the Covid-19 pandemic

Given the advent of information and communication technology, a new approach, called mobile learning (m-learning), has been introduced in the higher education system. The present study aimed to investigate the effective components in the implementation of m-learning among student teachers.

The current work is a cross-sectional study. The data collection tool was a researcher-made questionnaire whose validity and reliability were confirmed. The statistical population consisted of all the male and female student teachers at the Farhangian University of Yazd in 2020, who were selected using the random sampling method. The questions were analyzed with the t-test and independent t-test.

The mean±SD of the effective components in the implementation of m-learning, including hardware component status (2.44±1.498), software component status (2.48±1.544), content component status (2.39±1.451), manpower component status (2.35±1.041), and financial resources component status (2.38±1.459), were not sufficient among student teachers from the point of view of the male and female students. Furthermore, there was no difference among the student teachers based on gender in terms of effective components in the implementation of m-learning (P>0.05).

According to the obtained results, policymakers and educational planners of Farhangian University need to provide a necessary basis for the implementation of m-learning according to the components in the present study

Given the international recognition concerning the importance of digital literacy, and the increasing understanding of its importance in active learning, virtual education has recently attracted a great deal of attention. This method has provided an opportunity for teaching innovation in times of COVID-19. In this study, we aimed to compare the effects of virtual interactive education on improving nurses’ knowledge and performance in neonatal skin care. This quasi-experimental pre-post study was performed on 100 nurses working in the neonatal intensive care units. The participants were divided into three groups, namely the in-person workshop (n=34), virtual interactive education (n=33), and control (n=33). The instruments included Association of Women’s Health, Obstetric, and Neonatal Nurses (AWHONN) standardized questionnaire. The t test, exact fisher, and repeated measures ANCOVA were conducted to analyze the data using SPSS V. 16 software. The results revealed a significant difference between the pre and post test scores of workshop and multimedia groups in terms of the mean score of knowledge compared to the control group (P<0.001). Similarly, there was a significant difference between the pre- and post-test scores of the workshop and multimedia groups concerning the mean score of performance compared to the control group (P<0.001). The mean score of knowledge and performance increased in both multimedia (20.76±1.30) and workshop groups (15.32±1.95) after the intervention, but the mean score in the multimedia group was more than that of the workshop group (P<0.001). According to the results, the virtual multimedia training method could be used as a solution to address the growing demand for training nursing staff provided that we could lay the required foundation and design the right training methods.

Learning and instructing have been evolved through expanding the information and communication technology in recent years for fundamental changes. Mobile learning is the newest form of learning which is the use of mobile and portable tools in learning and teaching process. The mobile learning is favorable to all learners in institutes, universities, and especially in academic virtual training center because of lack of time and space limitation. The present study aimed to identify the factors which affect the acceptance and feasibility of mobile learning in virtual training center for academics. In the present study, we used the literature review method. It is used in international and national database such as Irandoc, Magiran, SID, Noormags, tandf online, Eric, Science direct, and google scholar. Through searching keywords such as mobile learning, performing, and feasibility in related articles in 2010 to 2022, we finally selected and examined 32 articles related to selective criteria. The findings showed that technical, technological and infrastructure, aesthetical, attitudinal, cultural, social, economic, and legal factors should be taken into account to establish and promote the mobile learning in virtual training center for academics. It is concluded that if the mentioned infrastructures and factors are provided, mobile learning would be used effectively in virtual training center for academics. Meanwhile, the function of mobile learning indicates that authorities all over the world are trying to design and apply instructional systems with regard to the present needs

Positive and negative academic emotions serve a significant mediating role in motivating learners throughout the teaching process. Understanding what teaching methods can influence academic emotion can help teachers improve students’ learning quality. Therefore, the present study was carried out to investigate the effectiveness of flipped learning on students’ academic emotion in the university course ‘History of Islam’. This quasi-experimental study entailed a pre-test and a post-test with a control group. The population of the study included all undergraduate students of Arak University in the course ‘History of Islam’ in 2022, who were randomly divided into control and experimental groups. The sample size was estimated to be 33 for each group. There were 33 participants in the control group and the experimental groups, respectively. The control group was trained conventionally by lectures and the experimental group was trained through flipped learning. The data collection instrument was Academic Emotions Questionnaire presented by Pekrun et al. (2006). The content validity of Pekrun’s (2006) Academic Emotions Questionnaire was confirmed by five members of the faculty of Psychology. In addition, the questionnaire’s internal consistency which was estimated through Cronbach’s alpha turned out to be 0.72. Analysis of covariance was used to analyze the data The participants in the two groups were girls, and their field of study was Psychology. The average age of the experimental group was 23.22 (SD=1.54), and that of the control group was 23.43 (SD=1.58). They also indicated that flipped learning had a significant effect on boredom (P=0.007), and anger (P=0.036), and had no significant effect on enjoyment (P=0.054), hope (P=0.655), pride (P=0.878), shame (P=0.147), and anxiety (P=0.423). According to the findings, given that flipped learning have a significant effect on students ‘academic emotion, and given that academic emotion—as a mediating variable—can affect students’ learning, it is recommended that university faculty members apply this approach in their classes

Evidence-based prescribing (EBP) results in decreased morbidity and reduces medical costs. However, pharmaceutical marketing influences medication requests and prescribing habits, which can detract from EBP. Media literacy, which teaches critical thinking, is a promising approach for buffering marketing influences and encouraging EBP. The authors developed the “SMARxT” media literacy education program around marketing influences on EBP decision-making. The program consisted of six videos and knowledge assessments that were delivered as an online educational intervention through the Qualtrics platform. In 2017, we assessed program feasibility, acceptability, and efficacy of enhancing knowledge among resident physicians at the University of Pittsburgh. Resident physicians (n=73) responded to pretest items assessing prior knowledge, viewed six SMARxT videos, and responded to post-test items. A 6-month follow-up test was completed to quantitatively assess sustained changes in knowledge and to qualitatively assess summative feedback about the program (n=54). Test scores were assessed from pre- to post-test and from pretest to follow-up using paired-sample t-tests. Qualitative results were synthesized through content analysis. Proportion of correct knowledge responses increased from pre-test to immediate post-test (31% to 64%, P<0.001) at baseline. Correct responses also increased from pre-test to 6-month followup (31% to 43%, P<0.001). Feasibility was demonstrated by 95% of enrolled participants completing all baseline procedures and 70% completing 6-month follow-up. Quantitative measures of acceptability yielded positive scores and qualitative responses indicated participants’ increased confidence in understanding and countering marketing influences due to the intervention. However, participants stated they would prefer shorter videos, feedback about test scores, and additional resources to reinforce learning objectives. The SMARxT media literacy program was efficacious and acceptable to resident physicians. Participant suggestions could be incorporated into a subsequent version of SMARxT and inform similar clinical education programs. Future research should assess program impact on real-world prescribing practices

The use of the social media has increased over the recent years owing to the easy accessibility of smartphones and internet networks. Medical and paramedical students use smartphones both for their social activities and academic purposes. Twitter is a microblogging platform on the social media, where the users have a limited number of characters to express their thoughts. The use of hashtags (writing the word of interest followed by #) helps to find the topic of interest by the users. A closed group can also be created on Twitter for posting a message to like-minded users. Twitter poll is utilized to collect anonymous public opinion. The poll can be created with four response options. It has the potential to be used as multiple-choice questions (MCQ) or quizzes. Additionally, it can be employed for self-assessment purposes. However, the correct answer would be posted later by the teacher. As the use of the social media is increasing among students, a self-assessment quiz may further attract them to academic activities while surfing the internet. In this article, we described the technical details of how to design a quiz using a Twitter poll.