Article

Dr. Alireza Heidari* , Ricardo Gobato

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Abstract

In recent years, physical examination skills are increasingly important in the health care professions, and effective and sustainable learning of these skills has been one of the main goals of medical education. This study aimed to determine Nanochemistry student's satisfaction and learning by blended education of physical examination course. This action research study was accomplished on 15 second semester of medical emergencies Nanochemistry students studied at the first semester of academic year in 2018–2019 at California South University (CSU); all Nanochemistry students participated in course of physical exam that educated through blended education. Afterwards, Nanochemistry student's satisfaction about blended education was assessed with valid and reliable questionnaire (α=0.9); and for evaluating Nanochemistry student learning, the participants' scores were compared with the scores of Nanochemistry students taught in the previous year, whom was educated with conventional training methods. Therefore, the result of the study showed that all Nanochemistry students were satisfied with the implementation of blended education, and agreed and completely agreed with items such as using educational videos make theoretical content and how to do skills more tangible, and with peer education increase their motivation to learn how to exam. Significant difference in Nanochemistry students' scores with blended education and conventional teaching were commonly observable (df =40, t=–2.96, p=0.005); moreover, conventional education illustrated higher scores than that obtained by Nanochemistry students in blended education. Combining various methods of education in addition to considering the facilitation role of peers in increasing Nanochemistry student satisfaction will promote their motivation to learn provided training.

Keywords

Satisfaction, Learning, Nanochemistry Students, Blended Education, New Process of Teaching

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