Ethics code: IR.IUMS.FMD.REC.1398.479
Iran University of Medical Sciences
Abstract: (16 Views)
Introduction: In the present era, the shift in educational approaches from traditional methods toward electronic resources and virtual learning has gained importance. This study compared cervical cancer education effects using lecture and podcast methods, based on Kirkpatrick’s first two levels, among nurses and midwives at Arash Hospital.
Methods: This study used a quasi-experimental design. The target population was 270; 80 participants were enrolled based on inclusion criteria and randomly assigned to two groups of 40. Pre-tests and post-tests assessed learning. Participant satisfaction was measured by a standardized questionnaire (Cronbach’s alpha = 0.776). Data were analyzed using Mann–Whitney U, Wilcoxon tests, and mean difference comparisons in SPSS.
Results: Satisfaction with podcast training (mean ± SD: 2.437 ± 90.96) was higher than with lecture training (mean ± SD: 5.345 ± 13.87). Post-test scores for the lecture method (28.14 ± 2.819) surpassed pre-training scores (13.35 ± 3.43). Likewise, the podcast method’s post-test score (16.65 ± 1.861) exceeded its pre-training score (12.35 ± 2.860). Overall, the podcast method’s learning score (16.65 ± 1.86) indicated greater learning compared to the lecture method (28.14 ± 2.819).
Conclusion: Podcast-based instruction appears to yield greater learning than traditional lectures, with learners developing a positive attitude toward this approach.
Methods: This study used a quasi-experimental design. The target population was 270; 80 participants were enrolled based on inclusion criteria and randomly assigned to two groups of 40. Pre-tests and post-tests assessed learning. Participant satisfaction was measured by a standardized questionnaire (Cronbach’s alpha = 0.776). Data were analyzed using Mann–Whitney U, Wilcoxon tests, and mean difference comparisons in SPSS.
Results: Satisfaction with podcast training (mean ± SD: 2.437 ± 90.96) was higher than with lecture training (mean ± SD: 5.345 ± 13.87). Post-test scores for the lecture method (28.14 ± 2.819) surpassed pre-training scores (13.35 ± 3.43). Likewise, the podcast method’s post-test score (16.65 ± 1.861) exceeded its pre-training score (12.35 ± 2.860). Overall, the podcast method’s learning score (16.65 ± 1.86) indicated greater learning compared to the lecture method (28.14 ± 2.819).
Conclusion: Podcast-based instruction appears to yield greater learning than traditional lectures, with learners developing a positive attitude toward this approach.
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