Exploring An Appropriate Instructional 
Design Model For Continuing Medical Education

Authors : Soghra OMRANI, Hashem FARDANESH, Nima HEMMATI, Naser HEMMATI

Pages : 347-361

View : 46 | Download : 12

Publication Date : 2012-09-01

Article Type : Research Paper

Abstract :Instruction, even when designed and based on sound instructional principles, oftentimes does not stimulate learners’ motivation to learn. The result may be that learners may not be motivated to pursue lifelong learning and use the knowledge and skills learned to deliver patient care. The purpose of this study was to identify an appropriate integrated instructional design model for Continuing Medical Education using electronic learning method and compare it with traditional method. In this quasi-experimental study 60 General physicians and assistants according to the recall of Kermanshah University of Medical Sciences in Iran and by available sampling method in two 30- staff groups were participated. One group learned through traditional learning method and the other group by e-learning method and by Macromedia flash CS5 software that was based on the integration of instructional and motivational design models; consisting of slides and case studies focusing on the pathogenesis, diagnosis, and clinical management of Acute Respiratory Failure. The data were collected by pretest, posttest, and physicians’ motivation questionnaires. There was no significant difference between pretest scores of the two groups insert ignore into journalissuearticles values(11.37±1.42 VS. 11.73±0.69, P>0.05); but there was significant difference between posttest learning scores insert ignore into journalissuearticles values(15.2±1.29 VS. 17.53±0.94, p
Keywords : Instructional Design Models, Motivational Design Models, Learning Motivation, Traditional Continuing Medical Education and Electronic Continuing Medical Education

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