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Showing 3 results for Satisfaction
Maryam Azarnoosh, Mohammad Amiri, Leila Riahi, Ahmad Khosravi, Shima Naderi,
Volume 3, Issue 3 (6-2016)
Abstract
Introduction: Hospitals are the best ground for providing health promotion and prevention services besides health care services. This study aimed to determine the impact of establishing standards of health promoting hospitals on hospitals' indicators in one of the public hospitals of Iran.
Materials and methods: This research was a case-control study that included Fatemieh (case group) and Khatam-Al-Anbia (control group) hospitals. The standards of health promoting hospitals were established as independent variables in the case hospital. The collected data were related to the indicators of neonatal mortality, cardiopulmonary resuscitation (CPR), patient satisfaction and patient education in both hospitals in the second half of 1391(2012-2013) and the first half of 1392(2013). Then, SPSS version 16 was used to analyze the data through Chi-Square and t tests and the results were displayed as comparing tables.
Results: With regard to establishing standards of health promoting hospitals in the case hospital the total score of these standards was 72.26±4.1. The results indicated that establishing health promoting standards did not affect the neonatal mortality rate while it significantly affected success of cardiopulmonary resuscitation, patient satisfaction and the mean scores of patient education (P=0.001).
Conclusion: Preliminary results after establishing standards of health promoting hospitals represented positive effects in the case hospital and these standards led to improvement of some indicators.
Maryam Kheiry, Aliashraf Mozafari, Mohamadreza Kaffashian, Amin Kheiri, Masoumeh Shohani, Azra Kenarkoohi, Mahdi Vahabi, Maryam Maleki,
Volume 11, Issue 2 (4-2024)
Abstract
Introduction: Effective performance in online education increasingly impacts the quality of classes and, consequently, student learning outcomes. This study aims to compare satisfaction levels and learning rates between online and face-to-face methods of teaching medical physiology.
Material & Methods: This cross-sectional descriptive-analytical study involved 79 medical students divided into two groups. The first group received instruction on heart physiology (5 weeks, one session per week) online via the Navid system, while the second group received face-to-face instruction. At the study's conclusion, both groups underwent the same test to assess learning outcomes, and satisfaction with the teaching methods was evaluated through a questionnaire. Data analysis was conducted using Stata 14 statistical software, employing logistic regression and linear regression models.
Results: The two groups differed in terms of the course studied, student nativeness, and satisfaction levels with the educational method. Satisfaction with online education was reported at 69%, compared to 65% for the face-to-face method. The average learning score for students in the online group was 12.93±0.12, while in the face-to-face group, it was 13.48±0.47. However, the linear regression model revealed no significant relationship between students' scores and specific educational methods (p=0.32). Significant relationships were observed between age, nativeness, and dormitory accommodation with satisfaction levels in online education. Conversely, none of the variables showed a significant relationship with satisfaction levels in face-to-face education.
Conclusion: Both e-learning and face-to-face methods demonstrated relatively similar effects on students' learning outcomes. However, satisfaction levels with online education appear to be influenced by variables such as age, nativeness, and dormitory accommodation.
Sara Mohammadnejad , Hamid Heidarzadeh, Maryam Pakseresht, Alireza Vasiee , Safoura Taheri,
Volume 12, Issue 1 (1-2025)
Abstract
Introduction: Students' cognitive capacities are enhanced via the implementation of innovative pedagogical practices, which in turn motivate them to apply their reasoning abilities to solve issues more efficiently and with better quality. Therefore, the current study was conducted to compare problem-solving learning (PBL) and lecture methods on the level of satisfaction with teaching and learning.
Method: This was a quasi-experimental research which done in the Ilam university of medical sciences in the 2022 by a study sample consisting of forty emergency medical associate students by convenient sampling approach and random allocation to control and intervention groups by dice-throw. The tools also included questionnaires on demographic information, satisfaction with teaching, and learning rate, which were completed before and two weeks after the end of the intervention. Descriptive and analytical tests were done in SPSS V.16 by considering alpha at the level of 0.05.
Findings: The mean and standard deviation of the total age of the participants was 20.09±1.14. Before intervention, there wasn’t any significant difference in learning satisfaction and learning rate between two groups. However, after intervention, there was a significant difference in learning satisfaction and learning rate between two groups (P=0.003 and P=0.001).
Conclusion: Teaching by problem-solving methods has increased the satisfaction of teaching and improved the learning rate of students.
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