Document Type : Original Article
Authors
- . Leila Sadati 1
- . Mehran Nafar 2
- . Sahar Karami 3
- . Mohamad Reza Yazdani 4
- . Zahra Nouri Khaneghah 5
1 Department of Operating Room, School of Allied Medical Sciences, Alborz University of Medical Science, Karaj, Iran
2 Department of Patient Safety, Master Degree in Nursing, Emamali Hospital, Alborz University of Medical Science, Karaj, Iran
3 Ph.D Student of Medical Education, Medical Education Department, School of Medicine, Tehran University of Medical Science, Tehran, Iran
4 Surgical Technologist, Department of Operating Room, School of Allied Medical Sciences, Alborz University of Medical Sciences, Karaj, Iran
5 Ph.D. Student of Medical Education, Center For Educational Research In Medical Science (CERMS), Department of Medical Education, School of Medicine, Iran university of Medical Science, Tehran, Iran
Abstract
BACKGROUND: M‑learning is “learning across multiple contexts, through social and content
interactions, using simple hand‑held technologies, wireless and mobile network. This personal
electronic device is a way to facilitate the transfer of learning and improve teaching. Hence, the
researchers decided to design a mobile‑based learning application to teach surgical instruments
comprehensively and compare students’ learning and satisfaction in both mobile‑based learning
and flashcards methods.
MATERIALS AND METHODS: An interventional study was conducted on surgical technologist
students in Alborz University of medical science (2019). Students were divided into two groups:
flashcards (n = 21) and mobile application learning group (n = 21). The difference of pre‑ and post‑test
scores was considered for the evaluation of learning level in two groups. Data were entered into SPSS
20.0 software and analyzed by statistics tests.Data were analyzed by a paired t‑test, independent
t‑test, and Pearson’s correlation coefficient.
RESULTS: There was no significant difference in students’ knowledge level between two groups
before intervention (P = 0.87) but there was significant difference between groups after the
intervention (P = 0.003). In the evaluation of student’s satisfaction, the mobile application was
preferred by 84.28% of students.
CONCLUSION: Given the effectiveness of using both methods (flashcards and mobile application),
it is recommended that these methods especially mobile application be used for surgical instruments
education.
Keywords
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