Document Type : Original Research Article
Authors
1
1:Department of Medical Education, Smart University of Medical Sciences, Tehran, Iran. 2:Department of Midwifery, Faculty of Nursing and Midwifery, Mashhad Medical sciences, Islamic Azad University, Mashhad, Iran
2
1:Department of Midwifery, Faculty of Nursing and Midwifery, Mashhad Medical sciences, Islamic Azad University, Mashhad, Iran. 2:Department of Public Health, Faculty of Paramedicine, Mashhad Medical Sciences,
3
Metabolic Syndrome Research Center, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran.
4
Department of Midwifery, Faculty of Nursing and Midwifery, Mashhad Medical sciences, Islamic Azad University, Mashhad, Iran
5
Department of Biostatistics, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran.
6
Medical Education Department, Virtual Center, Jahrom Unversity of Medical Sciences, Jahrom, Iran
Abstract
Background & aim: The use of educational applications has increased in line with the growth in novel education methods. This study was conducted with the aim of comparing the educational results of teaching thyroid screening tests between application and the traditional education method midwifery students.
Methods: This study used the pre and post quasi-experimental design on 5th and 6th semester of continuous Bachelor's degree and 2nd and 3rd semester of non-continuous Bachelor's in midwifery students in the Faculty of Medicine, Islamic Azad University, Mashhad Branch in 2023-2024 semester. The ScreenApp application and application was used as the intervention. Participants were randomly allocated to Screen App, a professional application in the field of Obstetrics and Gynecology that is accessible through website, or lecture groups. All participants answered online questions on knowledge, attitudes, and skills through Google Form at baseline and at the end of the intervention.
Results: Ninety-five participants with the mean age of 25.55 ± 8.16 years were examined. Change in the participants’ mean knowledge score was not significantly in the Screen App (+3.31) compared to the lecture (+2.40) group (p =0.075). No significant attitude and skill score difference was found between groups (p>0.05). However, the satisfaction rate in the application group was higher than that in the lecture group (p=0.001).
Conclusion: As most studies have stated, no method can be superior to another, but given the level of acceptance of new educational methods by students, it is better to integrate educational application methods with traditional education methods.
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