Application of Features of Virtual Curriculum Components of Virtual Courses in Medical Sciences | Zendy

Seyyed Mohsen Azizi | Zendy; Mehran Farajollahi | Zendy; Farhad Seraji | Zendy; Alireza Khatony | Zendy; Mohammad Reza Sarmadi | Zendy

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Application of Features of Virtual Curriculum Components of Virtual Courses in Medical Sciences

Author(s) -

Seyyed Mohsen Azizi,

Mehran Farajollahi,

Farhad Seraji,

Alireza Khatony,

Mohammad Reza Sarmadi

Publication year - 2018

Publication title -

journal of medical education development

Language(s) - English

Resource type - Journals

eISSN - 2345-4393

pISSN - 2251-9521

DOI - 10.29252/edcj.11.31.75

Subject(s) - curriculum , shahid , medical education , stratified sampling , sample (material) , quality (philosophy) , descriptive statistics , computer science , medicine , psychology , mathematics , pedagogy , statistics , philosophy , chemistry , theology , epistemology , pathology , chromatography

Background and Objective: With regard to the quantitative expansion of virtual education in universities of medical sciences, the quality and coordination of curriculum with features of virtual education environment must be considered. Therefore, this study aimed to evaluate the application of features of virtual curriculum components in virtual education courses in medical sciences. Materials and Methods: This descriptive and cross sectional study was conducted on all virtual MSc students of Tehran and Shahid Beheshti Universities of Medical Sciences, Iran. Sample size was estimated at 140 using Cochran sample size formula, and subjects were selected by stratified random sampling. Data were collected using a researcher-made questionnaire, the validity of which was evaluated and confirmed using CVA and CVR indexes. In addition, the reliability of the research tool was estimated at the Cronbachs alpha of 0.77. Moreover, data analysis was performed in SPSS version 19 using one sample t-test. Results: In this study, the mean features of objective, content, role of e-instructor and assessment components in the virtual courses in medical sciences was at a relatively realized level (2.33-3.66). Conclusion: Curriculum designers and specialists can review the curriculum design of virtual courses in medical sciences based on the features of the virtual curriculum components.

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