The Role of Interactive E-Learning in Problem-Solving Skill and Independent Learning of Medical Students in Psychology Courses


Sahar Mohamadi 1 , Sayedeh Maryam Hosseiny 1 , * , Sayedeh Sana Hosseiny 2

1 Dept. of Educational Technology, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

2 Young Researchers and Elite Club, North Tehran Branch, Islamic Azad University, Tehran, Iran

How to Cite: Mohamadi S , Hosseiny S M , Hosseiny S S . The Role of Interactive E-Learning in Problem-Solving Skill and Independent Learning of Medical Students in Psychology Courses , Educ Res Med Sci. 2016 ; 5(1):e79196.


Educational Research in Medical Sciences: 5 (1); e79196
Published Online: June 10, 2016
Article Type: Research Article
Received: November 22, 2015
Accepted: January 09, 2016


Introduction: Today, due to the speed and amount of science production in the world, knowledge processing and learning is changing. In this regard, independent learning using new instructional methods interactively with a specific goal in order to dominate the content and assignments with self-regulation strategies is of great importance. This study is aimed to evaluate interactive e-learning role on medical students’ learning in psychology courses.

Methods: This study is a experimental research project, in which 68 medical students were selected through available sampling method as the statistical sample. Heppner questionnaire was used to evaluate problem-solving skills, and a teacher-made test was used to evaluate independent learning. After intervention, data analysis was conducted using SPSS software and independent t-test and covariance.

Results: In general, there was no significant statistical difference between the groups’ pre-test scores (P=0.40). However, covariance analysis on the groups’ pre-test and post-test evaluations showed a significant difference regarding the superiority of the experimental group compared to the control group in problem-solving. In addition, students’ mean scores in the teacher-made test in the control group was higher than that of the experimental group, and there was a significant statistical difference between the two groups (P=0.003).

Conclusion: Using interactive e-learning method for theoretical instruction of some medical courses provides more opportunities for teachers and students to learn the lessons at patients’ bedside, and learning this skill by students enables them to benefit from scientific subjects. Hence, more appropriate infrastructure allows utilization of this method in some topics of medical field.    


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