Factors Affecting Learning in Instructional Design Model: Medical Students’ Viewpoint in Fasa University of Medical Sciences

Introduction: Instructional technology is used to decrease educational problems nowadays. The first step for using this technology is designing. To apply a design, a model is used. This model consists of four components: objectives, conditions, sources, and evaluation (outcomes). The aim of this study was to survey the opinion of medical students of Fasa University of Medical Sciences about the role of effective factors of instructional design model on learning. Methods: This descriptive-analytical study used a census sample of 95 medical students (entering years from 2009-2011). To collect data, a researcher-made questionnaire consisting of demographic information and factors related to instructional design model pertaining to 4 general areas and 20 questions. Data were analyzed with one sample T test. Results: The highest mean score was for simultaneous theoretical and practical teaching of courses in laboratories (4.18±0.95, out of 5) and the lowest concerned electronic learning system (2.45±1.13). Furthermore, significant differences were observed in all fields: goals (4±0.92), conditions (3.46±1.15), sources (3.67±1.1), and evaluation (3.93±0.83) with the mean score (=3) of responses (P≤ 0.05). Conclusion: The results helped to recognize and solve problems for successful systematic educational planning. Also, with regard to the positive viewpoint of students in this study about importance of students’ preview of lessons before the class, simultaneous theoretical and practical teaching of courses in laboratories, and useful coordination between educational content and teaching approach, it seems that by considering these items in universities , effective education could be more accessible.