Investigating the Effects of Problem-Based Learning in a Virtual Group on Collaborative Learning, Social Presence and Student Satisfaction in Surgery Department

Document Type : Original Article

Authors

1 Department of Surgery, Mashhad Branch, Islamic Azad University, Mashhad, Iran

2 Department of Education Development Center, Mashhad Branch, Islamic Azad University, Mashhad, Iran

3 Department of Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran

Abstract

Background: Social media have become an indispensable part of human life and influenced the medical education and professions in recent years. The purpose of this study was to investigate the effect of Problem-Based Learning (PBL) in a virtual group on social-collaborative learning, social presence and satisfaction among the medical students in surgery rotation. Methods: This was a quasi-experimental study with a one-shot posttest-only design that was performed on 66 trainees attending the surgical wards in teaching hospitals of Mashhad Islamic Azad University from February 2018 to July 2019. A virtual Telegram group was created for the learners to share interesting or rare educational cases at different hospitals, express their views on the issues, and engage in discussions until the next morning. Demographic and CLSS (Collaborative Learning, Social Presence and Satisfaction) questionnaires were used to collect data and to measure students’ perceptions of collaborative learning, social presence and satisfaction. The data were analyzed using SPSS 20 software. Results: The mean age of participants was 28.5±7.6 years. The average student participation rate in the group was 95.25%. The results showed that there was a significant correlation between the overall scores of the three questionnaires (social presence, satisfaction, collaborative learning) (p <0.001). Conclusion: Given the high level of participation and satisfaction among students, using social networks as a complement to education is recommended.

Keywords

References

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Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume 11, Issue 2
June 2020
Pages 102-111

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