Bimonthly of Education Strategies in Medical Sciences

fa ارزیابی کیفیت دوره های الکترونیکی دانشکده علوم پزشکی دانشگاه آزاد نجف آباد در سال 1401 با استفاده از رویکرد تحلیل اهمیت/عملکرد از دیدگاه دانشجویان Evaluation of the Quality of E-Learning Courses at the Faculty of Medical Sciences, Islamic Azad University, Najafabad, in 2022 Using the Importance–Performance Analysis Approach from the Perspective of Students آموزش مجازی علوم پزشکی Virtual Medical Education پژوهشی اصيل Original Research مقدمه: آموزش‌های الکترونیکی نقش برجسته‌ای در آموزش علوم پزشکی پس از همه‌گیری کرونا ایفا کرده‌اند. هدف این پژوهش ارزیابی کیفیت دوره‌های الکترونیکی دانشکده علوم پزشکی دانشگاه آزاد نجف‌آباد در سال1401 با استفاده از مدل تحلیل اهمیت/عملکرد (IPA) از  دیدگاه دانشجویان  بود. روش کار: پژوهش ترکیبی حاضر از نوع اکتشافی متوالی بود. در بخش کیفی، 30 دانشجو به‌صورت هدفمند انتخاب و مصاحبه نیمه‌ساختاریافته انجام شد. داده‌ها با روش تحلیل محتوای لاندمن و گرانهایم بررسی و 29 شاخص شناسایی شد. روایی تحلیل‌ها توسط ناظر متخصص بازبینی و پایایی از طریق پرسش از همکار و تأیید شرکت‌کنندگان بررسی شد. سپس شاخص‌ها در قالب دو پرسشنامه طراحی و در بخش کمی توسط 253 دانشجو که به روش خوشه‌ای انتخاب شدند، اجرا شد.  روایی محتوایی پرسشنامه‌ها با نظر خبرگان تأیید و پایایی آن با محاسبه آلفای کرونباخ (اهمیت 0.91، عملکرد 0.87) مناسب ارزیابی شد. داده ها به روش الگوی اهمیت/ عملکرد تحلیل شدند. یافته‌ها: شاخص‌ها در چهار طبقه شامل کیفیت محتوا، فرایند آموزشی، ارزیابی و ساختار اداری و امکانات دسته‌بندی شدند. دانشجویان بیشترین اهمیت را برای محتوای به‌روز، فناوری‌های نوین، رابط کاربری مناسب و تعامل با مدرس قائل بودند، اما عملکرد دانشگاه در این حوزه‌ها پایین‌تر از انتظار بود (میانگین اهمیت 4.84، عملکرد 2.49). نتیجه‌گیری: چالش اصلی  کیفیت دوره‌های مجازی نه در توان علمی مدرسان، بلکه در ضعف زیرساخت‌ها، پشتیبانی فنی و طراحی تعاملی دوره‌هاست. بنابراین توصیه می‌شود با توانمندسازی مدرسان در ارائه دوره‌های تعاملی و سرمایه‌گذاری هدفمند در زیرساخت‌های فنی و پلتفرم‌های کاربرپسند، رضایت دانشجویان و کیفیت آموزش مجازی در علوم پزشکی ارتقا یابد. Introduction: E-learning has played a prominent role in medical sciences education after the COVID-19 pandemic. The aim of this study was to evaluate the quality of e-learning courses at the Faculty of Medical Sciences, Islamic Azad University, Najafabad, in 2022, using the Importance–Performance Analysis (IPA) model from the perspective of studeIntroduction: E-learning has played a prominent role in medical sciences education after the COVID-19 pandemic. The aim of this study was to evaluate the quality of e-learning courses at the Faculty of Medical Sciences, Islamic Azad University, Najafabad, in 2022, using the Importance–Performance Analysis (IPA) model from the perspective of students. Methods: The present mixed-methods study was of an exploratory sequential type. In the qualitative section, 30 students were purposefully selected, and semi-structured interviews were conducted. Data were analyzed using the content analysis method of Lundman and Graneheim, and 29 indicators were identified. The validity of the analyses was reviewed by a subject-matter expert, and reliability was examined through peer debriefing and participant confirmation. Subsequently, the indicators were formulated into two questionnaires and, in the quantitative section, were administered to 253 students selected by cluster sampling. The content validity of the questionnaires was confirmed by expert judgment, and their reliability was evaluated as appropriate through Cronbach’s alpha (importance 0.91, performance 0.87). Data were analyzed using the Importance–Performance Analysis model. Result: The indicators were categorized into four domains: content quality, educational process, evaluation, and administrative structure and facilities. Students attributed the highest importance to updated content, modern technologies, suitable user interface, and interaction with instructors; however, the university’s performance in these areas was below expectations (mean importance 4.84, performance 2.49). Conclusion: The main challenge of virtual course quality lies not in the scientific competence of instructors, but in weaknesses of infrastructure, technical support, and interactive course design. Therefore, it is recommended that by empowering instructors in delivering interactive courses and making targeted investments in technical infrastructure and user-friendly platforms, student satisfaction and the quality of virtual education in medical sciences can be enhanced.nts. Methods: The present mixed-methods study was of an exploratory sequential type. In the qualitative section, 30 students were purposefully selected, and semi-structured interviews were conducted. Data were analyzed using the content analysis method of Lundman and Graneheim, and 29 indicators were identified. The validity of the analyses was reviewed by a subject-matter expert, and reliability was examined through peer debriefing and participant confirmation. Subsequently, the indicators were formulated into two questionnaires and, in the quantitative section, were administered to 253 students selected by cluster sampling. The content validity of the questionnaires was confirmed by expert judgment, and their reliability was evaluated as appropriate through Cronbach’s alpha (importance 0.91, performance 0.87). Data were analyzed using the Importance–Performance Analysis model. Findings: The indicators were categorized into four domains: content quality, educational process, evaluation, and administrative structure and facilities. Students attributed the highest importance to updated content, modern technologies, suitable user interface, and interaction with instructors; however, the university’s performance in these areas was below expectations (mean importance 4.84, performance 2.49). Conclusion: The main challenge of virtual course quality lies not in the scientific competence of instructors, but in weaknesses of infrastructure, technical support, and interactive course design. Therefore, it is recommended that by empowering instructors in delivering interactive courses and making targeted investments in technical infrastructure and user-friendly platforms, student satisfaction and the quality of virtual education in medical sciences can be enhanced. تحلیل اهمیت/عملکرد, ارزیابی کیفیت دوره‌های الکترونیکی, دیدگاه دانشجویان, دانشکده علوم پزشکی دانشگاه آزاد نجف آباد. Importance–Performance Analysis, quality evaluation of e-learning courses, students’ perspective, Faculty of Medical Sciences, Islamic Azad University, Najafabad. 44 57 http://edcbmj.ir/browse.php?a_code=A-10-3569-2&slc_lang=fa&sid=1 Nasim Soleimani نسیم سلیمانی nasim.soleimani593@iau.ac.ir 100319475328460043315 100319475328460043315 Yes Assistant Professor, Department of Educational Sciences, Islamic Azad University of Isfahan (Khorasgan), Isfahan,Iran دانشگاه آزاد اسلامی اصفهان (خوراسگان ) Hamidreza Nikyar حمیدرضا نیکیار Hrnikyar@gmail.com 100319475328460043316 100319475328460043316 No Medicine Faculty of Azad University of Najaf Abad دانشگاه آزاد اسلامی اصفهان (خوراسگان )