Assessment of the Level of Readiness at Neyshabur University of Medical Sciences for Virtual Training Development
Objective The aim of this study was to assess the readiness level of Neyshabur University of Medical Sciences for virtual training development. Methods This is a census-based descriptive cross-sectional study conducted in 2017 on 23 employees of Neyshabor University of Medical Sciences who were in t...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Shiraz University of Medical Sciences
2018-09-01
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| Series: | Interdisciplinary Journal of Virtual Learning in Medical Sciences |
| Subjects: | |
| Online Access: | http://ijvlms.sums.ac.ir/article_44840_3823dd7f2fb5036f367d1292cbebfd0b.pdf |
| Summary: | Objective The aim of this study was to assess the readiness level of Neyshabur University of Medical Sciences for virtual training development. Methods This is a census-based descriptive cross-sectional study conducted in 2017 on 23 employees of Neyshabor University of Medical Sciences who were in the field of e-learning and/or had a virtual learning experience. The research tools included one questionnaire of demographic information and assessment of the readiness of virtual training questionnaire that consist of 18 questions in four areas evaluating the infrastructure, assessment of college resources, assessment of students, assessment of faculty members' readiness, and a question about attitude towards virtual learning. Validity of this questionnaire was confirmed by Najimi and the reliability was confirmed by Cronbach's alpha (0.92). This questionnaire was scored based on a 10-point Likert scale from totally inappropriate to totally appropriate. The data were analyzed with descriptive analytical tests using SPSS 22 software. Results The average total score of the readiness assessment for the development of virtual education on the job position was statistically significant (P = 0.04) while there was no significant difference with other demographic variables such as age, sex, work experience, employment and educational status, and academic degree (P > 0.05). In addition, the average score of the readiness assessment for the development of virtual education was 4.82 ± 1.47 for the participants, which indicates an almost inadequate situation. Conclusions Due to the approximate readiness of the faculty members and the almost good attitude that exists between the participants in the study, there must be a series of joint planning for achieving short and long term goals for improving the status of university infrastructure and resources, as well as student’s readiness for improving. |
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| ISSN: | 2476-7263 2476-7271 |