On the Effect of Constructivist Education on Participants’ Satisfaction and Learning in Web-based Continuing Education for Medical Courses

Subject Areas : Education

s. ابراهیمی کوشک‌مهدی ¹ (کارشناس ارشد مدیریت آموزشی، دانشگاه فردوسی مشهد)
m. کرمی ² (استادیار گروه علوم تربیتی، دانشگاه فردوسی مشهد)
m. آهنچیان ³ (دانشیار گروه علوم تربیتی ، دانشگاه فردوسی مشهد)
p. مسنن مظفری ⁴ (استادیار دانشگاه علوم پزشکی مشهد)

Received: 2014-11-17 Accepted : 2014-11-17 Published : 2014-08-23

Keywords: Satisfaction, learning, Web-based learning, Constructivist theory,

Abstract :

This study aimed to investigate the effectiveness of constructivist education on participants’ satisfaction and learning in web-based continuing medical education courses. The study followed an experimental pretest-posttest control-group design. The sampling frame of the study included general dentists (N=1750) who participated in web-based continuing medical education in Mashhad University of Medical Sciences (MUMS). They enrolled in one of the 30 Web-based continuing education courses in the summer of 2012.  From among the participants, a sample of 40 was selected randomly and then using random numbers were assigned to two groups of 20 as the experimental and control group.  A trainer-made test with approved face and content validity and Kuder-Richardson reliability of 0.80 was used to evaluating the participants’ learning rate. In addition, in order to assess their satisfaction, a use was made of a validated researcher-made questionnaire with Cronbach’s alpha of 0.93. Data was analyzed employing descriptive and inferential statistics (MANOVA and ANCOVA). The results revealed that there was a significant difference between the posttest scores of the control and experimental groups. Thus, it was concluded that applying the constructivist theory for medical education in a web-based continuing education could enhance the learning rate and satisfaction of participants. It was indicated that the constructivist education could make the course more effective because of its capability to create an attractive, interactive and cooperative learning environments and also by taking into account the learning needs of participants and their characteristics.