The effect of virtual and traditional methods on students learning and competency – based skills


Sekineh Shahsavari Isfahani 1 , * , Leyli Mosallanejad 2 , Saeid Sobhanian 3

1 Instructor Department of Nursing, Jahrom University of Medical Sciences, Jahrom, Iran.

2 Instructor Department of Mental Health, Jahrom University of Medical Sciences, Jahrom, Iran.

3 Instructor Department of Community Health, Jahrom University of Medical Sciences, Jahrom, Iran.

How to Cite: Shahsavari Isfahani S, Mosallanejad L, Sobhanian S. The effect of virtual and traditional methods on students learning and competency – based skills, Hormozgan Med J. 2010 ; 14(3):e88563.


Hormozgan Medical Journal: 14 (3); e88563
Published Online: August 04, 2010
Article Type: Research Article
Received: December 16, 2009
Accepted: August 04, 2010


Introduction: Accompanied by the rapid development of computer multimedia and
network technology, the internet based teaching and learning has developed and the
traditional classrooms has changed to virtual network learning environments. The purpose of
this study was to determine the effectiveness of two method of virtual and traditional
methods on competency-based skills of first-year nursing students.
Methods: In this quasi-experimental study 86 first-year baccalaureate nursing students from
Jahrom Medical University that have begun their fundamental skills training were selected.
This course concludes theory and practical skills. The students were divided into two equal
groups. For the first group, traditional method and for the second group virtual methods of
teaching were performed. The students' performance skills were evaluated by means of theory
exam as well as OSCE test. Data were analyzed using descriptive and analytical statistics by
SPSS software.
Results: Results showed that there was significant difference between mean score of students
in two method of teaching (P<0.0001). The students score in experimental group was higher
than control group (P<0.001). Also, there was no significant difference between two groups
in performance skills by OSCE test. Both groups were similar in their ability to correctly
demonstrate the skills.
Conclusion: In attention to active learning and interactive teaching in virtual learning
method, we suggest using virtual education for teaching contents in medical education. As the
new technology is not a solution for promoting clinical skills, combination of two methods
enhance student competency-based skills and trainees satisfaction as well as skill acquisition



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