Comparison of Virtual and Actual Education Models on the Learning of Internal Interns during COVID-19 Pandemic

Azadeh Mottaghi; Nazanin Alibeik; Meysam Abolmaali; Shokoufeh Savaj; Behnam Shakiba; Raheleh Alimoradzadeh; Soheil Basharkhah; Ramin Bozorgmehr; Kamran  Soltani Arabshahi; Neda Rahimian

doi:10.18502/jimc.v6i2.12245

Azadeh Mottaghi Research Center for Prevention of Cardiovascular diseases, Institute of Endocrinology Metabolism, Iran University of Medical Sciences, Tehran, Iran
Nazanin Alibeik Firoozgar Clinical Research Development Center (FCRDC), Iran University of Medical Sciences, Tehran, Iran
Meysam Abolmaali Shefa Neuroscience Research Center, Khatam Alanbia Hospital, Tehran, Iran
Shokoufeh Savaj Department of Nephrology, Firoozgar Hospital, Iran University of Medical Science, Tehran, Iran
Behnam Shakiba Firoozgar Clinical Research Development Center (FCRDC), Iran University of Medical Sciences, Tehran, Iran
Raheleh Alimoradzadeh Firoozgar Clinical Research Development Center (FCRDC), Iran University of Medical Sciences, Tehran, Iran
Soheil Basharkhah Department of Cardiology, Firoozgar Hospital, Iran University of Medical Sciences, Tehran, Iran
Ramin Bozorgmehr Department of Surgery, School of Medicine, Shahid Madani Hospital, Alborz University of Medical Sciences, Karaj, Iran
Kamran Soltani Arabshahi Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
Neda Rahimian Endocrine Research Center, Institute of Endocrinology and Metabolism, Iran University of Medical Sciences (IUMS), Tehran, Iran

DOI: https://doi.org/10.18502/jimc.v6i2.12245

Keywords: Actual education, COVID-19, Model of learning, Virtual education

Abstract

Background: Following the outbreak of coronavirus and its impact on the educational process of medical students, attention was paid to e-learning due to the importance of education and research. The aim of the present study is an evaluation of virtual and actual education models on the learning of internal interns during the COVID-19 pandemic.

Methods: The present study is a trial that was performed on 112 internal interns of hospitals from January to December 2020. Each participant was randomly assigned to one of the actual or virtual educational model groups with personal consent. Educational method was case-based discussion in both groups. The learning outcomes of the interns of these two groups were compared in 9 areas with 95% confidence level and 5% random error. Data about age, sex, type of residence (home or dormitory), pre-internship score (≤150 or >150) and entrance exam rank (≤300 or >300) were collected. Data were analyzed using SPSS Version 20.

Results: The mean ±SD age of the participants was 24.9±2.3 years, 46% of participants were men and 54% of them lived in dormitories. The results of the study show that the difference in pre-test and post-test scores with actual and virtual education models in the male and female is significantly different (p-value=0.020). Virtual education for men and actual education for women have resulted in higher difference scores in pre-test and post-test. Actual and virtual education models were not different in academic achievements of the participants. Thus, the scores obtained in 9 areas did not make a significant difference between the two types of educational models.

Conclusion: The comparison of virtual and actual education demonstrated that there is no significant difference between these two methods in student output. Given the conditions that have been created by COVID-19 in the world, it seems that the use of virtual education can be a good alternative to educating medical students so that education does not stop.