Improvement of Surgical Technologist Students' Learning by Development of a Customized e-portfolio: A Mixed-method Study

  • سال انتشار: 1403
  • محل انتشار: مجله گام های توسعه در آموزش پزشکی، دوره: 21، شماره: 1
  • کد COI اختصاصی: JR_SDME-21-1_009
  • زبان مقاله: انگلیسی
  • تعداد مشاهده: 183
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نویسندگان

Leila Sadati

Assistant Professor, Department of Operating Room, School of Paramedical, Alborz University of Medical Sciences, Karaj, Iran

Sahar Karami

Ph.D. Candidate of Medical Education, Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran

Rana Abjar

Instructor, Department of Operating Room, School of Paramedical, Alborz University of Medical Sciences, Karaj, Iran

Fatemeh Edalat

Master of Intensive Care Nursing, Department of Operating Room, School of Paramedical, Alborz University of Medical Sciences, Karaj, Iran

Pourya Kanani

Student of Medicine, Department of Medicine, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran

Zahra Nouri Khaneghah

Ph.D. Candidate of Medical Education, Center for Educational Research in Medical Sciences (CERMS), Department of Medical Education, School of Medicine, Iran University of Medical Sciences, Tehran, Iran

چکیده

Background: Electronic portfolios provide opportunities for students to reflect on their performance and develop their competencies.Objectives: The present study was done to improve surgical technologist students' learning through the development of a customized e-portfolio.Methods: This interventional study was conducted using a sequential mixed method in two phases. In the "qualitative" phase, the framework of the e-portfolio was first developed via literature review. Then, it was customized and completed through a qualitative approach of guided content analysis based on Elo & Kyngas ' method. In the "quantitative" phase, by using quasi-experimental designs, the effectiveness of the e-portfolio was evaluated by measuring students' satisfaction, knowledge, and clinical skills as educational outcomes. A satisfaction questionnaire, multiple choices questionnaire (MCQ), and research-made checklist were used. Comparison of groups and data analysis was done using Fisher's exact and paired t-test. Data analysis was done using SPSS version ۲۲ software. The maximum alpha level was considered to be ۰.۰۵ in order to confirm the difference between the groups (p< ۰.۰۵).Results: In the first phase, an e-portfolio framework was developed, including discipline regulations, study resources, daily activities, educational objectives, assessment tools, feedback, and reflection reports. The paired t-test results show that students' knowledge (p-value=۰.۰۱۱) and clinical skills significantly improved (p-value=۰.۰۲۳). More than two-thirds of the students (۷۱.۴۲%) and tutors (۸۵.۷۲%) were thoroughly satisfied with the e-portfolio assessment.Conclusion: Based on the main results, the use of applicable and standard E-portfolios is recommended as a comprehensive and cost-effective assessment method in clinical education.

کلیدواژه ها

Electronic portfolio, Clinical education, Reflection, Surgical Technologist

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