Nayereh Baghcheghi; Hamid Reza Koohestani
Volume 7, Issue 1 , July 2010, , Pages 75-78
Abstract
Background & Objective : Drug calculation is an essential skill for nurses However numerous studies have demonstrated that such a skill is weak among nursing students or even nurses This study was designed to determine the effect of education through workshop on nursing students rapid and sustained ...
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Background & Objective : Drug calculation is an essential skill for nurses However numerous studies have demonstrated that such a skill is weak among nursing students or even nurses This study was designed to determine the effect of education through workshop on nursing students rapid and sustained learning regarding infused drug calculating skills Methods : In this semiexperimental study 28 nursing students studying in the second semester were recruited Data was collected using a questionnaire including demographic information and ten questions about infused drug calculating This questionnaire was distributed before immediately after and 3 months after the workshop Results : The students mean ( ± SD) score in pretest was 423 ( ±243) and it was 1822 (±133) and 1412 (±57) in two consecutive posttests respectively Comparing the mean scores revealed that the mean scores of the first and second posttests were significantly higher than pretest while the second posttest score was significantly less than the first one (p
Saeed Kalbasi; Mohsen Naseri; Gholamreza Sharifzadeh; Ali Poursafar
Volume 5, Issue 1 , July 2008, , Pages 10-16
Abstract
Background & Objective : Learning and its improvement are the foundation of all activities in educational systems One of the most important effective factors on students learning is their learning style Being aware of the learning style used by students help teachers to assist the students for a ...
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Background & Objective : Learning and its improvement are the foundation of all activities in educational systems One of the most important effective factors on students learning is their learning style Being aware of the learning style used by students help teachers to assist the students for a better use of different learning styles On the other hand teachers can change their own educational style according to the students learning style to reach maximum level of efficacy This research was performed in order to identify medical students learning styles in 2007 Methods : In this descriptive study a questionnaire including demographic questions and Kolb Learning Style Inventory was distributed amongst all medical students who were attending the first semester of 2007 in Birjand University of Medical Sciences This tool allows classification of learning styles into 4 groups: converging accommodating assimilating and diverging Results : Among 267 distributed questionnaires 175 were filled by students 68 percent of students were female mean (±SD) age of the students was 22(±25) and their grade point average was 165(±15) The most prevalent learning style was converging (52%) followed by assimilating (286%) diverging (97%) and accommodating (97%) There was no significant relationship between learning style and age sex educational level and grade point average Conclusion : Considering that people with converging learning style are competent in solving problems it necessitates that teachers at universities change their traditional methods into new ones like Problem Base Learning (PBL) and Evidence Based Medicine (EBM) so that they help students learn immense medical information
Mohsen Adib-Hajbaghery
Volume 5, Issue 1 , July 2008, , Pages 35-42
Abstract
Background & Objective : Studies have shown that teachercentered teaching methods like lecture would make the students inactive and limit their ability in critical thinking decision making and self assertion and dont have enough educational efficacy This study was conducted to assess the effect of ...
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Background & Objective : Studies have shown that teachercentered teaching methods like lecture would make the students inactive and limit their ability in critical thinking decision making and self assertion and dont have enough educational efficacy This study was conducted to assess the effect of three educational methods including lecture question and answer and student seminar on students anxiety educational progression and learning satisfaction Methods : A quasiexperimental study was conducted on a group of 40 nursing students The course content of medical surgical nursing II was divided into three parts and each part was taught using a different method At the beginning of teaching with each of these three methods students anxiety and at the end of each section students satisfaction were assessed and a theoretical exam about the contents was given Then students anxiety learning satisfaction and educational progression were compared Results : Among all students 525% were female with mean (±SD) age of 2357 (±206) years Mean score of students achievement was 1262 using lecture 1480 using question and answer while it was 1510 having student seminars There were significant differences between them (p=00001) However Post Hoc analysis did not show a significant difference between the mean scores in the second and third methods Mean score of students satisfaction was 335 365 and 510 for the first second and third methods accordingly The students were more satisfied using the second and third methods (p=00001) The first method induced the least amount of anxiety while the second method induced the most Third method induced moderate amount of anxiety Anxiety decreased significantly at the end of the second and third methods (p=002 and p=00001 respectively) Conclusion : Involving students in teachinglearning activities and preparing the situation can lead to educational progression and more students learning satisfaction However increased level of expectancy from the students in active teaching methods can increase anxiety which could be diminished by necessary support Therefore involving the students in teaching activities is suggested
Ali Fattahi Bafghi; Hossein Karimi; Mohammad Hossein Anvari; Kazem Barzegar
Volume 4, Issue 1 , July 2007, , Pages 51-56
Abstract
Background & Objective: Education is one of the most basic necessities of human communities and an important base of continuous development Variation in teaching methods is an obvious need in our complicated world and selecting the most appropriate teaching method is the key issue at every stage ...
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Background & Objective: Education is one of the most basic necessities of human communities and an important base of continuous development Variation in teaching methods is an obvious need in our complicated world and selecting the most appropriate teaching method is the key issue at every stage of learning process The aim of this study was to compare the efficacy of two teaching methods of group discussion and lecturing on the learning rate of the students of Laboratory Medicine in Medical Parasitology and Mycology course in Yazd Shahid Sadoughi University of Medical Sciences and Health Services during the academic year of 2005006 Methods: This semiexperiential study carried out on 50 students of Laboratory Medicine selected by purposive sampling method The students divided into two groups matched for age sex and average scores of their last two semesters One group was taught by using group discussion method and the other group by the traditional lecturing method for 8 sessions each lasting 30 minutes Data collection was done by a questionnaire including demographic information and 50 questions of Medical Parasitology and Mycology given to the subject as class quizzes midterm exam final exam and a test one month after the instruction sessions (25 questions were on taxonomy I 15 ones on taxonomy II and 10 questions on taxonomy III) Results: From 50 students 30 ones (60%) were female and 20 ones (40%) were male According to the findings both methods increased the level of knowledge significantly but this increase was more in discussion group comparing to the lecture group (P=0/002 and P=0/003) Conclusion: The research findings show a higher rate of learning for group discussion method that is due to the more efficacy of this method in promoting intergroup relations brainstorming groupactivity group assimilation and elevating level of judgment and analytic ability Therefore this teaching method is suggested especially for teaching Medical Parasitology and Mycology