فهرست نشریات علمی دسترسی آزاد ایران

BACKGROUND: There are various instructional methods worldwide and virtual instruction is oneof them. This widely used method involves online instruction and e‑learning. The present studycompares the effects of lecture‑based and virtual instruction on student learning, satisfaction, andcontent retention among surgical technology students at Isfahan University of Medical Sciences.MATERIALS AND METHODS: The population of this two‑stage, quasi‑experimental study consistedof 40 surgical technology students at the School of Nursing and Midwifery. After fulfilling inclusioncriteria, they were randomly assigned to the virtual instruction group (VG, n = 20) and the traditional,lecture‑based instruction group (TG, n = 20). Data were collected via a researcher‑made studentsatisfaction questionnaire and two learning examinations. Their validity and reliability had beenconfirmed. The data were analyzed using SPSS 13 and analytical and descriptive tests (P < 0.05).RESULTS: There was no statistically significant difference between the TG and the VG with respectto the mean score in the first examination (P = 0.89). However, the two groups were significantlydifferent in terms of the mean score in the second examination (P = 0.03). Regarding content retentionand recall performance, the VG outperformed the TG. Furthermore, the mean satisfaction score ofthe VG (132.24 ± 17.92) was higher than that of the TG (115.56 ± 17.57) (P < 0.05).CONCLUSION: Virtual instruction and lecture‑based instruction had comparable short‑term learningoutcomes. Nevertheless, with the passage of time, it was revealed that virtual instruction could resultin better learning performance and higher content retention and satisfaction.