Healthcare Staff’s Attitude toward the E-learning On-the-job Courses and its Association with Self-Assessment Effectiveness of these Programs

Document Type : Original Article

Authors

1 Department of Medical Education, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran

2 Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran

3 Department of E-learning, Virtual School and Center of Excellence for e-Learning in Medical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran

4 Molecular Dermatology Research Center, Shiraz University of Medical Sciences, Shiraz, Iran

Abstract

Background: Healthcare workers are frequently too preoccupied
with their jobs to attend regular educational sessions. E-learning is
one of the most effective ways to empower healthcare workers and
better utilize their skills. In the present study, we aimed to measure
the correlation between the attitude toward E-learning and teaching
effectiveness through self-assessment after the E-learning courses
for healthcare staff.
Methods: In this cross-sectional study, all the healthcare staff working
in Bushehr urban healthcare center, Bushehr, Iran, were enrolled via
the census sampling method from April to June 2019 (n=219). The
topics covered in the E-learning courses were poisoning, introduction
to the pre-hospital management system, occupational risks, infection
control, and psychological wellbeing. We used the Attitude toward
E-learning questionnaire, consisting of 20 questions, in addition to
Self-assessment of Teaching Effectiveness questionnaire, comprising
35 questions. SPSS software version 21 was utilized for data analysis.
Results: Overall, 102 (46.6%) men and 117 (53.4%) women were
enrolled in the study. The total mean score of the attitude toward
E-learning on-the-job courses was 62.86±6.14 and the total mean
score of self-assessment of teaching effectiveness was 115.4±26.75.
According to the obtained results, there was a weak, positive,
significant correlation between these two scores (r=0.20, P=0.003).
The mean score of the attitude toward E-learning on-the-job courses
was significantly lower in the high-educated staff in comparison
with that in the other staff (P<0.001).
Conclusion: We observed a higher score for attitude toward
E-learning on-the-job courses among the health care staff compared
with the score of self-assessment of teaching effectiveness. In order
to create a positive attitude in employees about virtual courses,
policymaking can contribute to increasing the effectiveness of those
courses and improving employee performance.

Keywords

References

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