Comparison of the Effect of Direct and Distant Study Skills Training on Study Methods and Satisfaction of Kerman University of Medical Sciences, Iran, Undergraduate Students

AUTHORS

Esmat Nouhi 1 , * , Elham Alipoor 2 , Kambiz Bahaadinbeigy 3

1 Ph.D. in Nursing Education, Assistant Professor, Department of Medical-Surgical Nursing, Razi School of Nursing and Midwifery, Physiology Research Center, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran, Iran

2 M.Sc. in Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran, Iran

3 Ph.D. in Medical Informatics, Assistant Professor, Medical Informatics Research Center, Institute of Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran, Iran

How to Cite: Nouhi E, Alipoor E , Bahaadinbeigy K. Comparison of the Effect of Direct and Distant Study Skills Training on Study Methods and Satisfaction of Kerman University of Medical Sciences, Iran, Undergraduate Students, Strides Dev Med Educ. 2016 ; 12(5):e58416.

ARTICLE INFORMATION

Strides in Development of Medical Education: 12 (5); e58416
Published Online: February 29, 2016
Article Type: Research Article
Received: July 22, 2017
Accepted: May 30, 2015

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Abstract

Background & Objective: Lack of conformity to study principles results in reduced level of human productivity and efficiency, demoralization, and loss of self-esteem, boredom and disenchantment. Effective studying, like any other activity, requires special skills. The aim of this study was to compare the effect of direct and distant training of study skills on study methods and satisfaction of undergraduate students of Kerman University of Medical Sciences, Iran.
Methods: This interventional study was conducted on 80 new entrants to the undergraduate program of Kerman University of Medical Sciences in 2013. Students completed a questionnaire before and after the training. The data were analyzed using independent and paired t-tests in SPSS software. Data were expressed as central and distribution indicators, and descriptive tables.
Results: The mean scores of study skills and satisfaction were significantly different in both e-learning and workshop groups after the intervention (P < 0.001). The e-learning group achieved higher scores compared to the workshop group. Furthermore, the subcategories of study skills were significantly increased in the e-learning group compared with the workshop group after the intervention (P < 0.001).
Conclusion: Although both methods improved the students study skills, the results revealed that e-learning had a more significant effect on their skills. The results of this study also showed the positive effects of participating in a study skills training program on the students’ satisfaction. It is therefore suggested that, due to students’ interest in electronic tools, e-learning be included in the training of new entrants to the undergraduate students programs.
 

Keywords

Study skills Satisfaction Direct and distant education

© 2016, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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