Volume 20, Issue 3 (Paramedical Sciences and Military Health 2025)
Paramedical Sciences and Military Health 2025, 20(3): 28-36 |
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Dezhgam N, Shahnazari F, Khodabakhshi M. Comparing the Efficacy of Prezi and PowerPoint Educational Software in Teaching Posterior Lumbar Interbody Fusion (PLIF) Surgery. Paramedical Sciences and Military Health 2025; 20 (3) :28-36
URL: http://jps.ajaums.ac.ir/article-1-487-en.html
URL: http://jps.ajaums.ac.ir/article-1-487-en.html
1- Department of Operating Room and Anesthesiology, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran.
2- Department of Operating Room, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
3- Department of Surgical Technology, School of Allied Medicine, Birjand University of Medical Sciences, Birjand, Iran & Clinical Research Development Unit, Imam Reza Hospital, Birjand University of Medical Sciences, Birjand, Iran. ,khodabakhshim2013@gmail.com
2- Department of Operating Room, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran.
3- Department of Surgical Technology, School of Allied Medicine, Birjand University of Medical Sciences, Birjand, Iran & Clinical Research Development Unit, Imam Reza Hospital, Birjand University of Medical Sciences, Birjand, Iran. ,
Abstract: (18 Views)
Introduction: The use of educational software in teaching aids in enhancing learning outcomes. This study was conducted to compare the effectiveness of two presentation software tools - Prezi and PowerPoint - in teaching Posterior Lumbar Interbody Fusion (PLIF) surgery regarding the knowledge acquisition and satisfaction among operating room technology students.
Materials and Methods: This quasi-experimental study has been performed using a pre-test/post-test control group design. The sample comprised thirty-five operating room technology students selected through census sampling method. Participants were randomly assigned to intervention or control groups using simple random allocation (via a random number table) based on a unique four-digit identifier derived from student IDs. Research instruments included a knowledge test and a researcher-developed satisfaction questionnaire. Face and content validity were established and internal consistency was confirmed through a pilot study with Cronbach’s alpha values of 0.91 (satisfaction questionnaire) and 0.78 (knowledge test). After completing demographic forms and the pre-test, participants attended a 90-minute in-person PLIF surgery training session. The intervention group used Prezi software; while, the control group used PowerPoint. The knowledge test and satisfaction questionnaire were re-administered after two weeks post-intervention. Data were analyzed using SPSS software version 27.
Results: The findings demonstrated that both Prezi and PowerPoint methods significantly improved students' knowledge (P < 0.05). However, there was not any statistically significant difference between the two methods in terms of knowledge acquisition (P = 0.849). Educational software satisfaction in the Prezi group was significantly higher than the PowerPoint group (P = 0.001). Additionally, the overall satisfaction score was significantly higher in the Prezi group (P = 0.005).
Conclusion: Based on the results, despite the fact that Prezi have similar knowledge transfer efficacy to PowerPoint, its visual engagement makes it a potentially useful adjunct tool for surgical technique training.
Materials and Methods: This quasi-experimental study has been performed using a pre-test/post-test control group design. The sample comprised thirty-five operating room technology students selected through census sampling method. Participants were randomly assigned to intervention or control groups using simple random allocation (via a random number table) based on a unique four-digit identifier derived from student IDs. Research instruments included a knowledge test and a researcher-developed satisfaction questionnaire. Face and content validity were established and internal consistency was confirmed through a pilot study with Cronbach’s alpha values of 0.91 (satisfaction questionnaire) and 0.78 (knowledge test). After completing demographic forms and the pre-test, participants attended a 90-minute in-person PLIF surgery training session. The intervention group used Prezi software; while, the control group used PowerPoint. The knowledge test and satisfaction questionnaire were re-administered after two weeks post-intervention. Data were analyzed using SPSS software version 27.
Results: The findings demonstrated that both Prezi and PowerPoint methods significantly improved students' knowledge (P < 0.05). However, there was not any statistically significant difference between the two methods in terms of knowledge acquisition (P = 0.849). Educational software satisfaction in the Prezi group was significantly higher than the PowerPoint group (P = 0.001). Additionally, the overall satisfaction score was significantly higher in the Prezi group (P = 0.005).
Conclusion: Based on the results, despite the fact that Prezi have similar knowledge transfer efficacy to PowerPoint, its visual engagement makes it a potentially useful adjunct tool for surgical technique training.
Type of Study: Research |
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Received: 2025/09/3 | Accepted: 2025/09/20 | Published: 2025/10/2
Received: 2025/09/3 | Accepted: 2025/09/20 | Published: 2025/10/2
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