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Fallah S H, Zakerian F, Khalilpour A. Evaluating the Effectiveness of Virtual Education on Learning among Paramedicine and Hygiene Students at Babol University of Medical Sciences (2022–2023) Based on Kirkpatrick’s Model. mededj 2025; 14
URL: http://mededj.ir/article-1-559-en.html
URL: http://mededj.ir/article-1-559-en.html
Abstract: (23 Views)
Background and Objective: With the growth of virtual education in medical higher education, this study evaluated the effectiveness of virtual education from students’ perspectives based on Kirkpatrick’s Level 1 (Reaction) among Paramedicine and Health students at Babol University of Medical Sciences during academic year 2022–2023.
Methods: A cross-sectional descriptive study of 114 students selected via convenience sampling. Inclusion: at least one semester of prior virtual learning; exclusion: incomplete questionnaires. The intervention consisted of university-delivered virtual courses combining synchronous sessions (webinars) and asynchronous materials (slides, recorded lectures) on the institutional LMS. A researcher-developed questionnaire based on Kirkpatrick Level 1 was validated (CVR=0.85, CVI=0.80) and reliable (Cronbach’s alpha=0.96). Analyses included Shapiro–Wilk, independent t-tests, ANOVA, non-parametric tests, and Pearson correlation (α=0.05).
Findings: Among 114 participants, 77 (67.5%) were female, 37 (32.5%) were male; mean age 22.09 ± 1.84 years; mean GPA 16.07 ± 1.31. Overall effectiveness mean score = 57.9 ± 8.42; subscale means: computer familiarity 52.4 ± 4.86; teaching quality 61.9 ± 7.51; assessment 58.0 ± 5.93; learning interaction 53.8 ± 9.15. Paramedicine students reported higher overall effectiveness (59.0%) than Health students (53.6%), P<0.05. Daily use of communication tools >4 hours correlated positively with teaching (p=0.008), assessment (P=0.021), and interaction (P=0.023). No significant associations with age, gender, semester, or GPA (P>0.05).
Conclusions: Students perceived virtual education as moderately effective; it can supplement but not fully replace face-to-face practical training. Future research should assess higher Kirkpatrick levels
Methods: A cross-sectional descriptive study of 114 students selected via convenience sampling. Inclusion: at least one semester of prior virtual learning; exclusion: incomplete questionnaires. The intervention consisted of university-delivered virtual courses combining synchronous sessions (webinars) and asynchronous materials (slides, recorded lectures) on the institutional LMS. A researcher-developed questionnaire based on Kirkpatrick Level 1 was validated (CVR=0.85, CVI=0.80) and reliable (Cronbach’s alpha=0.96). Analyses included Shapiro–Wilk, independent t-tests, ANOVA, non-parametric tests, and Pearson correlation (α=0.05).
Findings: Among 114 participants, 77 (67.5%) were female, 37 (32.5%) were male; mean age 22.09 ± 1.84 years; mean GPA 16.07 ± 1.31. Overall effectiveness mean score = 57.9 ± 8.42; subscale means: computer familiarity 52.4 ± 4.86; teaching quality 61.9 ± 7.51; assessment 58.0 ± 5.93; learning interaction 53.8 ± 9.15. Paramedicine students reported higher overall effectiveness (59.0%) than Health students (53.6%), P<0.05. Daily use of communication tools >4 hours correlated positively with teaching (p=0.008), assessment (P=0.021), and interaction (P=0.023). No significant associations with age, gender, semester, or GPA (P>0.05).
Conclusions: Students perceived virtual education as moderately effective; it can supplement but not fully replace face-to-face practical training. Future research should assess higher Kirkpatrick levels
Keywords: Virtual education, Paramedicine, Hygiene students, Kirkpatrick model, Educational effectiveness
Type of Study: Research |
Subject:
General
Received: 2025/09/13 | Accepted: 2026/01/14 | Published: 2025/04/4
Received: 2025/09/13 | Accepted: 2026/01/14 | Published: 2025/04/4
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