Reyhaneh Taheri; Fariba Karimi
Volume 13, Issue 6 , March 2017, , Pages 568-577
Abstract
Background & Objective: Individuals based on their learning styles have different interpretation of the environment and issues and choose different problemsolving strategies The objective of the present research was identifying the relationship between learning methods and problemsolving strategies ...
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Background & Objective: Individuals based on their learning styles have different interpretation of the environment and issues and choose different problemsolving strategies The objective of the present research was identifying the relationship between learning methods and problemsolving strategies among students of the bachelor of nursing in Isfahan University of Medical Sciences Iran Methods: The present study was a correlational research The statistical population included students of the bachelor of nursing in Isfahan University of Medical Sciences in 20132014 (n = 380) From among them 191 individuals were selected through cluster random sampling and based on sample size determined using Cochran`s sample size formula The data collection tools included Kolbs Learning Styles Inventory (LSI) and the ProblemSolving Approaches Questionnaire (Cassidy & Long) The face validity of the questionnaires was accepted due to their high application rate The reliability of the questionnaires was estimated as more than 070 Data were analyzed using stepwise regression and the Pearson correlation coefficient Results: The results showed an inverse relationship between experiential learning style and constructive problemsolving style In addition there was a direct relationship between experiential learning style and nonconstructive problemsolving style There was a reverse relationship between abstract conceptualization and nonconstructive problemsolving style The best predictor of constructive and nonconstructive problemsolving styles was experiential learning style Conclusion: Based on the relationship observed between learning styles and problemsolving styles it is suggested that learning styles and practices be introduced to students and teachers in training courses so that they use suitable problemsolving styles based on the identified learning styles Moreover the provision of nursing courses that provide the possibility of experiential learning for students is highly recommended
Hakimeh Hazrati; Vahedeh Zaregavgani; Mortaza Ghojazadeh; Leila Vahedi
Volume 13, Issue 3 , September 2016, , Pages 246-254
Abstract
Background & Objective: The main prospect of medical education is improving the quality of health care provided by clinicians The quality and timing of services is related to medical education that can train researchers to solve the problems of the changing requirements of society Problembased learning ...
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Background & Objective: The main prospect of medical education is improving the quality of health care provided by clinicians The quality and timing of services is related to medical education that can train researchers to solve the problems of the changing requirements of society Problembased learning (PBL) as a studentcentered learning approach can provide the context for such medical education The aim of present study was to obtain appropriate information about the effective use of PBL in Iranian medical education from available studies through a systematic review Methods: In the present study 16 studies on the effect of PBL on learning satisfaction and efficacy of medical education were reviewed This systematic review was performed by searching the Google Scholar PubMed Magiran Iran Medex and SID databases using the keywords problembased learning medical education and Iran We included studies that were published from 2003 to 2015 in Iran The results of all studies were reviewed by two researchers using the Critical Appraisal Skills Programme (CASP) and the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklists Results: From among the 130 selected articles 16 studies were included in the study The level of satisfaction with this type of training was reported as high The students performance was satisfactory with this educational method This method of training had a significant effect on the increasing of student learning particularly in the clinical and practical fields and strengthening of active learning selfdirection motivation and critical thinking Conclusion: According to the results of this study PBL can be used as an effective educational method for medical education in Iran
Behnaz Hatef; Zahra Mohamadi; Nejleh Rajabi; Ehsan Saburi
Volume 13, Issue 3 , September 2016, , Pages 307-314
Abstract
Background & Objective: Due to the disadvantages of teaching through lectures the need for their replacement with active and collaborative learning methods is strongly felt Students of public health due to employment in the health network have an important role in screening for genetic disorders ...
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Background & Objective: Due to the disadvantages of teaching through lectures the need for their replacement with active and collaborative learning methods is strongly felt Students of public health due to employment in the health network have an important role in screening for genetic disorders This study aimed to change teaching methods to increase retention of practical contents in the minds of undergraduate students of public health after graduation Methods: This quasiexperimental study was conducted on 20 public health students of Zanjan University of Medical Sciences Iran The course of hereditary diseases and genetic counseling was taught with a new method that combines traditional and modern (the use of blogs PowerPoint discussion in small groups on clinical issues and developmental quizzes) teaching methods A year after the final exam an exam and survey were held The results of the survey and students grades were analyzed using paired ttest in SPSS software Results: Average scores of the final exam and 1year reexamination were 1725 and 1110 respectively and the difference was statistically significant (P = 0004) However the students stated that they remembered more than 86% of the topics covered in class to some extent Among the students 45% and 14% believed this to be due to developmental quizzes and problembased learning respectively No significant difference was observed in the components of students satisfaction from teaching between the two mentioned time periods (P = 0196) Conclusion: Continuous developmental quizzes due to repetition of course content at short intervals and problembased learning in small groups due to promoting dynamism of mind and increasing motivation to remember because of participation in debates cause the students to remember more and for a longer period
Masome Modanloo; Homeira Khoddam; Shohre Kolagaree; Farideh Bastani; Sorur Parvizi; Habib Abdollahi
Volume 7, Issue 1 , July 2010, , Pages 17-25
Abstract
Background & Objective: To offer a better care in complex clinical environments and with rapid changes in technology nurses need to improve their problemsolving skill Studentcentered and active learning approaches are more effective in this regard Hence this study was to determine the effect of ProblemBased ...
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Background & Objective: To offer a better care in complex clinical environments and with rapid changes in technology nurses need to improve their problemsolving skill Studentcentered and active learning approaches are more effective in this regard Hence this study was to determine the effect of ProblemBased Learning (PBL) on nursing students learning level Methods: This quasiexperimental study was conducted on 32 nursing students (in their fifth semester) who had chosen mental health course in Golestan University of Medical Sciences in 2007 The students were randomly divided into two groups of cases (8 persons) and controls (24 persons) Having applied PBL and lecture during the course learning was evaluated via theoretical exams of similar content and cognitive level in two groups right at the end and two months after the course Data was analyzed using MannWhitney and independent t Test The level of significance was 005 Results: Most of the students with a mean ( ± SD) age of 2185(±197) years were single (9062%) and lived in a dormitory (75%) Although the mean scores were higher in cases compared to the controls two months after the course there was no significant difference in both groups regarding overall learning However a significant difference was seen in different cognitive levels (P
