Razi Journal of Medical Sciences

fa ارائه مدل آموزش مجازی در جهت توسعه خدمات درمانی و پزشکی در دانشگاه‌های علوم پزشکی Providing a Virtual Education Model for the Development of Medical and Therapeutic Services in Universities of Medical Sciences روانشناسی بالینی Clinical Psychiatry پژوهشي Research زمینه و هدف: مقوله آموزش و یادگیری الکترونیکی، آموزش مجازی و یا به عبارتی دانشگاه مجازی در طول سال های اخیر به ویژه در اپیدمی کرونا ویروس به یکی از چالشهای مهم فناوری اطلاعات و ارتباطات در جهان شده است. بنابراین هدف پژوهش، تبیین مدل ابعاد آموزش مجازی در دانشگاه علوم پزشکی لرستان بود. روش کار: این پژوهش از نظر ماهیت و روش توصیفی- اکتشافی است. جامعه آماری، کلیه اساتید دانشگاه علوم پزشکی استان لرستان می‌باشد و بر اساس جدول کرجسی و مورگان حجم نمونه 308 نفر و روش نمونه‌گیری خوشه‌ای استفاده شد. ابزار گردآوری دادهها در این تحقیق، مصاحبه نیمه ساختار یافته بود که حاصل این مصاحبه پرسشنامه محقق ساخته با 27 گویه بود. در روش کمی از آزمون تحلیل عاملی، الگوی معادلات ساختاری و ضریب همبستگی (پیرسون) و رگرسیون مورد استفاده قرار گرفتند. یافته ها: در این تحقیق با توجه به اهمیت موضوع به رضایت مورد نیاز اساتید از سامانه الکترونی دانشگاه علوم پزشکی لرستان مشاهده گردید که رابطه معنیدار و مستقیمی بین رضایت اساتید از سامانه و مولفه محتوی آموزشی وجودارد. از طرفی میزان رضایت اساتید از آموزشهای الکترونیکی و پشتیبانی و راهنمایی در دانشگاه علوم پزشکی لرستان از بعد فنی و زیرساختی سامانه پایینتر از میانگین مطلوب میباشد. نتیجه گیری: نکته قابل استنتاج از این پژوهش در محیط آموزش مجازی در دانشگاه علوم پزشکی لرستان، رضایت نسبی از محتوی آموزش دروس تئوری و نارضایتی اساسی از دروس عملی به ویژه برای رشتههای پزشکی و داروسازی است که مستلزم رفع این معایب در بعد فنی و زیرساختی سامانه است. Background & Aims: The higher education system as a social sub-system, although always with a delay, seeks to provide alternative services, change the organization of the teaching-learning process and transfer knowledge, skills and attitudes to its potential learners. This important task has been addressed to universities mainly based on the World Declaration on Higher Education at the UNESCO World Summit in Paris in 1998. With the advent of information and communication technology and the spread of COVID-19 around the world, this issue has gained more momentum and another form of education called virtual education (virtual university) and distance education has emerged. Since the beginning of the development of web-based virtual education or electronic education since the beginning of the 21st century, most of the important universities of the world have taken significant measures in the field of obtaining education in this way. The first virtual universities include Jahan Gostar Network Academy, American Virtual University, and Jones International University. The virtual university in Iran started its activity through the University of Tehran in 2010 and has made significant progress so far. The broad and comprehensive approach to electronic education is proof that this new educational system brings unique benefits for individuals, organizations and educational centers and offers clear horizons in the field of education. In order to avoid the waste of investment in electronic learning systems, users should be encouraged to use this system. The advantages of electronic education include low cost; wide distribution; easy accessbility; Up-to-date educational materials; the personal nature of learning; Education at any time and place; reducing costs related to teacher, classroom, student and travel salaries; direct student interaction with the content; Avoid wasting time and money; Having enough opportunity to study, facilitate and speed up the educational process; The possibility of choosing a favorite professor from among several professors; Revisiting educational programs and being student-centered, allowing a large number of learners to receive education at a convenient time and place; flexibility; increasing access to educational materials, efficiency; Comprehensive, dynamic and fast access to educational resources at any time and place, flexibility and convenience, increasing access and quick dissemination of information, time management. On the other hand, this type of education and its features make teaching and learning more attractive for a high percentage of students, increasing educational opportunities; creating a positive attitude towards the learning process; Helping the student in developing the required skills; Helping students in the field of critical thinking, self-centeredness, working in groups; Transforming the inactive role of the student into an active and autonomous role; turning the teacher's role into a supporting role; supporting various teaching and learning methods; increasing social power; Enthusiasm and motivation are widespread. Therefore, the aim of the research was to explain the model of virtual education dimensions in Lorestan University of Medical Sciences. Methods: This research is descriptive-exploratory in nature and method. The statistical population is all the professors of Lorestan University of Medical Sciences and based on the table of Karjesi and Morgan, the sample size was 308 people and the cluster sampling method was used. The data collection tool in this research was a semi-structured interview, the result of which was a researcher-made questionnaire with 27 items. In quantitative method, factor analysis test, structural equation model, correlation coefficient (Pearson) and regression were used. Rrsults: In this research, according to the importance of the satisfaction required by professors from the electronic system of Lorestan University of Medical Sciences, it was observed that there is a significant and direct relationship between professors' satisfaction with the system and the educational content component. On the other hand, the level of professors' satisfaction with electronic education and support and guidance in Lorestan University of Medical Sciences is lower than the desired average from the technical and infrastructural aspects of the system. Conclusion: According to the obtained results, it was found that in general, the professors of this university were satisfied with the way of conducting virtual education and its effectiveness. Some professors stated that this method of teaching in non-emergency and normal conditions can also be used in general courses when the corona pandemic is over, because with this, the classes of students of the University of Medical Sciences become lighter and The work of teachers becomes easier. Also, according to the professors' opinions and existing concerns, the picture-in-picture feature should be used in the virtual space to establish face-to-face communication between the professor and the student and the possibility of transferring information from the professor to the student and vice versa in the best way. Did. It is appropriate to provide the financial and human basis for strengthening the hardware and software infrastructures. A working group consisting of experts should be used to design the educational system to improve the level of teacher-student interaction. Also, experts should be present in this working group regarding reflection and solving system problems. Because of the advantages and disadvantages of virtual education, it is necessary to combine it with traditional face-to-face education. In order to evaluate and verify the correct identity, attendance and exams should be held in person or in a newer method. In general, strengthening the technological infrastructure, such as increasing the speed and bandwidth of the Internet in universities conducting virtual education, and improving the quality and quantity of information banks and digital libraries of databases, especially the improvement and promotion of reliable databases. Science is required. Also, involving students and professors in researches and activities that lead to the compilation of educational content and its updating will be a solution to many weaknesses and limitations in this field.   آموزش مجازی, سامانه آموزشی الکترونی علوم پزشکی لرستان, مولفه‌های آموزشی Virtual Education, Electronic Educational System of Medical Sciences of Lorestan, Educational Components 383 391 http://rjms.iums.ac.ir/browse.php?a_code=A-10-6515-1&slc_lang=fa&sid=1 Atefeh Mobasher عاطفه مبشر 3900319475328460073236 3900319475328460073236 No PhD Student of Educational Management, Department of Educational Management, Faculty of Literature and Humanities, Khorramabad Branch, Islamic Azad University, Khorramabad, Iran دانشجوی دکتری مدیریت آموزشی، گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، دانشگاه آزاد اسلامی واحد خرم‌آباد، خرم‌آباد، ایران Iraj Nikpay ایرج نیک‌پی nikpay.i@lu.ac.ir 3900319475328460073237 3900319475328460073237 Yes Assistant Professor, Department of Educational Management, Department of Educational Management, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran استادیار مدیریت آموزشی، گروه مدیریت آموزشی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران Ali Farhadi علی فرهادی 3900319475328460073238 3900319475328460073238 No Assistant Professor, Department of Social Medicine, Faculty of Medicine, Lorestan University of Medical Sciences, Pardis of Kamlvand Khorram Abad, Iran استادیار گروه پزشکی اجتماعی دانشکده پزشکی، دانشگاه علوم پزشکی لرستان، خرم‌آباد، ایران