Smart University of Medical Sciences Virtual Summer Semester from the Perspective of Its Stakeholders: A Multi-methods Cross-sectional Study Article Swipe
Babak Sabet
,
Ali Namaki
,
Hamed Khani
,
Noushin Kohan
,
Hanieh Hashemi
,
Arash Khojasteh
·
YOU?
·
· 2024
· Open Access
·
· DOI: https://doi.org/10.5812/semj-140162
YOU?
·
· 2024
· Open Access
·
· DOI: https://doi.org/10.5812/semj-140162
Background: In medical education, determining the strengths, weaknesses, desirability, and success of training courses from the perspective of its stakeholders is of particular importance because it can be the basis for subsequent decisions. Objectives: This cross-sectional research investigated the virtual summer semester from the perspectives of its many stakeholders. Methods: We conducted a multi-methods cross-sectional study. First, remote qualitative interviews were conducted with teachers and heads of departments to explain the features of the virtual summer semester course from their perspective. Twelve teachers and heads of departments participated in qualitative interviews using the intensity sampling method. A matrix was created in Microsoft Word according to the qualitative interview questions (web and telephone), and the answers were categorized based on thematic review. In the second phase, a mini literature review was conducted to develop the desirability and success indicators of online learning courses using questionnaires and checklists. In the third phase, a questionnaire-based survey was conducted among students (82 people). In the last phase, a checklist-based survey was performed among various stakeholders (100 people). Quantitative and qualitative data about the virtual summer semester course have been collected from 194 individuals. Results: Based on the thematic review of remote qualitative interviews and created matrix, strengths, weaknesses, and suggestions for improving this course were categorized. Based on descriptive statistics, the mean and SD of the age of teachers and heads of departments participating in the interview was (52.5 ± 8.68), and the mean and SD of the age of students participating in the questionnaire-based survey was (22.10 ± 2.78). In addition, the mean and SD of the age of students, teachers, heads of departments, and course executive team participating in the checklist-based survey were respectively (22.5 ± 3.5), (49.1 ± 7.5), (54.0 ± 2.8) and (34.3 ± 4.9). The findings of the questionnaire-based survey revealed that about 91% of the students have a positive attitude towards the course. In this regard, the average score of the students on all items about the desirability of the course was higher than the hypothetical average (P = 0.048). In addition, the quantitative findings indicated that all the stakeholders had evaluated the course as successful in terms of the organizational capacity of Smart University of Medical Sciences, pedagogy and educational effectiveness, and sufficient and capable human resources. In this regard, the average score of the course success factors differs from stakeholder to stakeholder for the organizational capacity (P = 0.004) and for the two components of pedagogy and educational effectiveness (P = 0.035) and sufficient and competent human resources (P = 0.043). Conclusions: According to the results and the conditions of the COVID-19 pandemic and its effect on medical education, these short-term and intensive structured virtual courses can be expanded and developed into regular semesters. The course's sustainability can be maintained by continual improvement.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.5812/semj-140162
- OA Status
- diamond
- References
- 30
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W4405773809
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W4405773809Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.5812/semj-140162Digital Object Identifier
- Title
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Smart University of Medical Sciences Virtual Summer Semester from the Perspective of Its Stakeholders: A Multi-methods Cross-sectional StudyWork title
- Type
-
articleOpenAlex work type
- Language
-
enPrimary language
- Publication year
-
2024Year of publication
- Publication date
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2024-01-14Full publication date if available
- Authors
-
Babak Sabet, Ali Namaki, Hamed Khani, Noushin Kohan, Hanieh Hashemi, Arash KhojastehList of authors in order
- Landing page
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https://doi.org/10.5812/semj-140162Publisher landing page
- Open access
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YesWhether a free full text is available
- OA status
-
diamondOpen access status per OpenAlex
- OA URL
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https://doi.org/10.5812/semj-140162Direct OA link when available
- Concepts
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Perspective (graphical), Cross-sectional study, Medical education, Mathematics education, Engineering, Medicine, Psychology, Computer science, Artificial intelligence, PathologyTop concepts (fields/topics) attached by OpenAlex
- Cited by
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0Total citation count in OpenAlex
- References (count)
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30Number of works referenced by this work
- Related works (count)
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.explain | 69 |
| abstract_inverted_index.factors | 390 |
| abstract_inverted_index.matrix, | 201 |
| abstract_inverted_index.medical | 2, 441 |
| abstract_inverted_index.method. | 95 |
| abstract_inverted_index.regard, | 317, 382 |
| abstract_inverted_index.regular | 456 |
| abstract_inverted_index.results | 429 |
| abstract_inverted_index.review. | 120 |
| abstract_inverted_index.success | 10, 136, 389 |
| abstract_inverted_index.towards | 312 |
| abstract_inverted_index.various | 169 |
| abstract_inverted_index.virtual | 39, 74, 179, 448 |
| abstract_inverted_index.COVID-19 | 435 |
| abstract_inverted_index.Methods: | 49 |
| abstract_inverted_index.Results: | 189 |
| abstract_inverted_index.attitude | 311 |
| abstract_inverted_index.capacity | 363, 399 |
| abstract_inverted_index.course's | 459 |
| abstract_inverted_index.expanded | 452 |
| abstract_inverted_index.features | 71 |
| abstract_inverted_index.findings | 296, 346 |
| abstract_inverted_index.learning | 140 |
| abstract_inverted_index.pandemic | 436 |
| abstract_inverted_index.pedagogy | 370, 409 |
| abstract_inverted_index.people). | 158, 172 |
| abstract_inverted_index.positive | 310 |
| abstract_inverted_index.research | 36 |
| abstract_inverted_index.revealed | 301 |
| abstract_inverted_index.sampling | 94 |
| abstract_inverted_index.semester | 41, 76, 181 |
| abstract_inverted_index.students | 156, 246, 307, 323 |
| abstract_inverted_index.teachers | 63, 82, 224 |
| abstract_inverted_index.thematic | 119, 193 |
| abstract_inverted_index.training | 12 |
| abstract_inverted_index.According | 426 |
| abstract_inverted_index.Microsoft | 101 |
| abstract_inverted_index.Sciences, | 369 |
| abstract_inverted_index.according | 103 |
| abstract_inverted_index.addition, | 257, 343 |
| abstract_inverted_index.collected | 185 |
| abstract_inverted_index.competent | 419 |
| abstract_inverted_index.conducted | 51, 61, 130, 154 |
| abstract_inverted_index.continual | 465 |
| abstract_inverted_index.developed | 454 |
| abstract_inverted_index.evaluated | 353 |
| abstract_inverted_index.executive | 273 |
| abstract_inverted_index.improving | 207 |
| abstract_inverted_index.indicated | 347 |
| abstract_inverted_index.intensity | 93 |
| abstract_inverted_index.intensive | 446 |
| abstract_inverted_index.interview | 107, 232 |
| abstract_inverted_index.performed | 167 |
| abstract_inverted_index.questions | 108 |
| abstract_inverted_index.resources | 421 |
| abstract_inverted_index.students, | 266 |
| abstract_inverted_index.teachers, | 267 |
| abstract_inverted_index.University | 366 |
| abstract_inverted_index.components | 407 |
| abstract_inverted_index.conditions | 432 |
| abstract_inverted_index.decisions. | 32 |
| abstract_inverted_index.education, | 3, 442 |
| abstract_inverted_index.importance | 23 |
| abstract_inverted_index.indicators | 137 |
| abstract_inverted_index.interviews | 59, 90, 198 |
| abstract_inverted_index.literature | 127 |
| abstract_inverted_index.maintained | 463 |
| abstract_inverted_index.particular | 22 |
| abstract_inverted_index.resources. | 379 |
| abstract_inverted_index.semesters. | 457 |
| abstract_inverted_index.short-term | 444 |
| abstract_inverted_index.strengths, | 6, 202 |
| abstract_inverted_index.structured | 447 |
| abstract_inverted_index.subsequent | 31 |
| abstract_inverted_index.successful | 357 |
| abstract_inverted_index.sufficient | 375, 417 |
| abstract_inverted_index.Background: | 0 |
| abstract_inverted_index.Objectives: | 33 |
| abstract_inverted_index.categorized | 116 |
| abstract_inverted_index.checklists. | 145 |
| abstract_inverted_index.departments | 67, 86, 228 |
| abstract_inverted_index.descriptive | 214 |
| abstract_inverted_index.determining | 4 |
| abstract_inverted_index.educational | 372, 411 |
| abstract_inverted_index.perspective | 16 |
| abstract_inverted_index.qualitative | 58, 89, 106, 175, 197 |
| abstract_inverted_index.stakeholder | 393, 395 |
| abstract_inverted_index.statistics, | 215 |
| abstract_inverted_index.suggestions | 205 |
| abstract_inverted_index.telephone), | 111 |
| abstract_inverted_index.weaknesses, | 7, 203 |
| abstract_inverted_index.Conclusions: | 425 |
| abstract_inverted_index.Quantitative | 173 |
| abstract_inverted_index.categorized. | 211 |
| abstract_inverted_index.departments, | 270 |
| abstract_inverted_index.desirability | 134, 329 |
| abstract_inverted_index.hypothetical | 337 |
| abstract_inverted_index.improvement. | 466 |
| abstract_inverted_index.individuals. | 188 |
| abstract_inverted_index.investigated | 37 |
| abstract_inverted_index.participated | 87 |
| abstract_inverted_index.perspective. | 80 |
| abstract_inverted_index.perspectives | 44 |
| abstract_inverted_index.quantitative | 345 |
| abstract_inverted_index.respectively | 281 |
| abstract_inverted_index.stakeholders | 19, 170, 351 |
| abstract_inverted_index.desirability, | 8 |
| abstract_inverted_index.effectiveness | 412 |
| abstract_inverted_index.multi-methods | 53 |
| abstract_inverted_index.participating | 229, 247, 275 |
| abstract_inverted_index.stakeholders. | 48 |
| abstract_inverted_index.effectiveness, | 373 |
| abstract_inverted_index.organizational | 362, 398 |
| abstract_inverted_index.questionnaires | 143 |
| abstract_inverted_index.sustainability | 460 |
| abstract_inverted_index.checklist-based | 164, 278 |
| abstract_inverted_index.cross-sectional | 35, 54 |
| abstract_inverted_index.questionnaire-based | 151, 250, 299 |
| cited_by_percentile_year | |
| countries_distinct_count | 0 |
| institutions_distinct_count | 6 |
| sustainable_development_goals[0].id | https://metadata.un.org/sdg/4 |
| sustainable_development_goals[0].score | 0.5099999904632568 |
| sustainable_development_goals[0].display_name | Quality Education |
| citation_normalized_percentile.value | 0.28949673 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |