Abdolrasoul Khosravi; Farhad Lotfi; Mohammadreza Yazdankhah-Fard; Kamran Mirzaei
Abstract
Introduction: Virtual education is currently considered an unavoidable necessity. This study endeavored to determine the status of evaluation of virtual courses offered in the field of medical library and information science of medical universities (bachelor’s degree) in the academic year 2021.Methods: ...
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Introduction: Virtual education is currently considered an unavoidable necessity. This study endeavored to determine the status of evaluation of virtual courses offered in the field of medical library and information science of medical universities (bachelor’s degree) in the academic year 2021.Methods: This was a descriptive survey research. The population included 221 undergraduates of medical library and information science at Abadan, Isfahan, Bushehr, and Hamedan universities of medical sciences, Iran. Due to the limited number, the complete enumeration method was used. By the end of the second semester of the academic year 2021, the study population had participated in two semesters of virtual classes. Data were collected by a self-administered questionnaire based on the Kirkpatrick model, which includes three levels of reaction, learning, and behavior, and analyzed using Mann-Whitney U test and Kruskal-Wallis test.Results: The mean scores of reaction, learning, behavior change, and evaluation of virtual lessons were 40.38 ± 12.08, 16.60 ± 5.70, 20.90 ± 6.40, and 57.80 ± 17.30, respectively. The effectiveness of virtual education courses held among undergraduates in medical library and information science was reported to be weak.Conclusion: Due to the low level of students' satisfaction with the virtual courses, reducing the level of learning, and inappropriate behavioral change, medical library and information science departments should do necessary planning to improve their virtual education programs based on Kirkpatrick model to pave the way for the use of virtual education and gaining satisfaction, learning, and changing learners' behavior.
