فهرست نشریات علمی دسترسی آزاد ایران

INTRODUCTION: Proper empowerment of medical students in encounter with the complexities of theclinical environment is one of the requirements for health services. In this regard, the development ofproblem‑solving skills, critical thinking is essential for medical education. The purpose of this studywas to investigate the effect of designing a blended training program on the practice and clinicalreasoning of midwifery students.MATERIALS AND METHODS: In a quasi‑experimental study with control group, 41 undergraduatemidwifery students were randomly assigned to two intervention and control groups by four blocking.In the first group, the 15‑h workshop was held in the traditional teaching method and in the secondgroup in the blended method, about three emergency aspects of midwifery. Data were collectedand analyzed through objective structured clinical examination and clinical assessment evaluationbefore and after the educational intervention.RESULTS: The mean and standard deviation of the age of participants were 23.54 ± 2.19 years.The mean score of clinical practice before the beginning of the study in the integrated training groupwas 16.68 ± 5.49 and at the end of the study was increased to 35.75 ± 4.54, which was significantbetween the two groups (P = 0.035). The clinical reasoning score was changed at the beginning of thestudy in the blended training group of 6.77 ± 3.57 and at the end of the intervention was 11.58 ± 2.83.There was no significant difference between the two groups (P = 0.81).CONCLUSION: The results showed that the use of blended methods in comparison with conventionaleducation can improve clinical practice, but the improvement of students’ ability in clinical reasoningrequires more effort.