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Showing 3 results for Mehrparvar
A comparative study of viewpoints of subjects liable to continuous medical education (CME) about the method of presentation of programs in 2011
M Mirzaei, A. H Mehrparvar, M Bahaloo, M. H Davari, H. R Owlia,
Volume 7, Issue 3 (Autumn 2012)
Abstract

Introduction: Electronic Continuous Medical Education (CME) is not common in Iran. Considering the convenience of virtual education and availability of essential infrastructure for virtual CME, it is important to understand opinions of medical practitioners about this method.

 This study aims to evaluate the opinions of physicians participating in CME programs of Shahid Sadoughi University of Medical science about the method of presentation of programs including face to face and electronic (virtual) education.

Method: This study was a descriptive cross-sectional study. Data were collected by a self-structured questionnaire. The validity and reliability of the questioner was confirmed by panel of experts . The questionnaire completed by 98 general practitioners.

Results: Mean age of participants was 41.9 years, 62% of them were males. Fifty six participants (57.1%) selected electronic education as the most favorite method of presentation of CME. Among traditional presentations, lectures (58.1%) and practical workshops (38.7%) were the most favoriteand among virtual (electronic) programs, self-education by CD and online programs were the most favorite.

Conclusion: According to the findings, tendency to virtual (electronic) CME programs has increased among physicians. Further development and full establishment of this method can save time of participants and make a variety of programs more available.


Satisfaction of Shahid Sadoughi University of Medical Sciences' alumni about the quality of medical education
S.j. Mirmohammadi , A. H. Mehrparvar, M. Bahaloo, M. H. Davari ,
Volume 8, Issue 2 (Summer 2013)
Abstract

Introduction: In order to achieve acceptable quality in educations, the quality of learning should be assessed. opinion of alumni in assessment of the quality of education is important, This study aims to assess the quality of medical education in basic and clinical sciences according to the opinion of alumni of Sadoughi University of Medical Sciences during 2008-2012

Method: This cross-sectional study conducted on alumni graduated from 2008-2012. Data was collected using a questionnaire which validity and reliability was confirmed. The questions were asked from 183 individuals were interviewed by telephone in 2012.

Results: Mean satisfaction score of quality of education was 3.86/5 and 3.18/5 for basic and clinical sciences, respectively. The average satisfaction score for regular presence of faculty members in classes was 4.11/5 and 3.98/5 for basic and clinical sciences, respectively. The difference between the two groups regarding the satisfaction from quality of education was not diufferent (P=0.237). However, this difference was significant for satisfaction from regular presence in classes and time spent for education (P<0.001).

Conclusion: The condition of education in Yazd University of Medical Sciences was satisfactory from the alumni viewpoint and the satisfaction level was higher for basic sciences than clinical science education.

 


Instructional design of the Micro-learning framework in educational programs: A scoping review study
Fatemeh Keshmiri, Atefe Sadat Heidari, Amir Houshang Mehrparvar,
Volume 19, Issue 4 (Winter 2025)
Abstract
Introduction: This study aimed to review the instructional design principles and learning flow frameworks that underpin the microlearning approach. The study aimed to identify the key principles that should guide the design of content and instructional flow in the microlearning framework.
Method: The present study is a scoping review. A comprehensive search was performed using relevant keywords, including "microlearning," "instructional design," "micro-content," and "learning flow," in the PubMed, Google Scholar, and Scopus databases, without any time restrictions. The inclusion criteria were studies discussing principles for designing and implementing microlearning approach.
Results: The literature review revealed that two distinct frameworks are essential for designing effective microlearning content: "microlearning content design" and "microlearning flow design." Microlearning content design focuses on educational materials development, whereas microlearning flow design centers on the organization of learning content to facilitate optimal learning outcomes.
Conclusion: The findings of this study suggest that microlearning content design should incorporate interactive content, chunked courses with a single learning objective, and concise time frames. Furthermore, the learning flow principle should be guided by a social-supportive structure, varied media formats and immediate feedback. Moreover, the use of cognitive load theory strategies, and multimedia learning principles to create an effectual microlearning framework for faculty development suggest.
 
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