Virtual Education in Military Medical University: A Descriptive Study

Abstract

Background: Evaluating the strengths and weaknesses of virtual education is essential today. Objectives: This study examines the satisfaction of professors and students with the learning management system and the quality of virtual education in a military university. Methods: This descriptive-correlational study was conducted between 2021 and 2022. The sample included 44 professors and 167 students from the Faculty of Nursing, Medicine, and Pharmacy at a university. Data were collected using a demographic form and three standardized questionnaires that assessed satisfaction with the quality of virtual education, system interface, evaluation of professors' performance, and professors' opinions about virtual teaching. The data were analyzed using SPSS software version 22, employing correlation tests, one-way analysis of variance, independent t-tests, and multivariate analysis. Results: The students' average age was 21.23 ± 2.78 years, and 81.8% of them were male. The overall satisfaction of students with the learning management system (LMS) had an average score of 497.21 ± 109.68. The professors' performance, as perceived by the students, had an average score of 43.18 ± 9.98. The quality of online education was rated at 58.81 ± 12.51, with 68% of students reporting a moderate level of satisfaction. Among the professors, 29.5% expressed dissatisfaction with the LMS system interface, while 81.8% were moderately satisfied with the virtual education approach. Conclusions: Given the significance of virtual education, it is imperative to devise solutions that enhance professor satisfaction, improve content quality, and optimize performance. These measures will contribute to the overall success and effectiveness of virtual education, benefiting both professors and students alike.