Document Type : Brief report
Authors
1 MSc in Medical Genetics, Department of Molecular Medicine and Genetics, School of Medicine,, Zanjan University of Medical Sciences, Zanjan, Iran
2 BSc in Public Health, Student Research Committee, Zanjan University of Medical Sciences, Zanjan, Iran
3 BSc in Cellular and Molecular Biology-Genetic Tendency, Islamic Azad University of Medical Sciences, Zanjan Branch, Zanjan, Iran
4 PhD Student, Department of Molecular Medicine and Genetics, School of Medicine, Zanjan University of Medical Sciences, Zanjan, Iran
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 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
Keywords
- Johnson JP, Mighten A. A comparison of teaching strategies: lecture notes combined with structured group discussion versus lecture only. J Nurs Educ. 2005;44(7):319-22.
- Peer KS, Rakich JS. Accreditation and continuous quality improvement in athletic training education. J Athl Train. 2000;35(2):188-93.
- Hill RJ. A Comparative Study of Lecture and Discussion Methods. New-Delhi: Fund of Adult Education; 1960.
- Malakouti M. Teaching in small groups (Group discussion). J Educ Strategy Med Sci. 2010; 2(4): 183-7. [In Persian]
- Wright K. Student nurses need more than maths to improve their drug calculating skills. Nurse Educ Today. 2007;27(4):278-85.
- Agah J, Sharifzadeh M. Simultaneous Promotion of Learning and Satisfaction by Cooperative Training. Education Strategies in Medical Sciences. 2014;7(5):309-14.
- Benè KL, Bergus G. When learners become teachers: a review of peer teaching in medical student education. Fam Med. 2014;46(10):783-7.
- Evidence-Based Medicine Working Group. Evidence-based medicine. A new approach to teaching the practice of medicine. JAMA. 1992;268(17):2420-5.
- Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Acad Med. 2006;81(3):207-12.
- Speyer R, Pilz W, Van Der Kruis J, Brunings JW. Reliability and validity of student peer assessment in medical education: a systematic review. Med Teach. 2011;33(11):e572-85.
- Antepohl W, Herzig S. Problem-based learning versus lecture-based learning in a course of basic pharmacology: a controlled, randomized study. Med Educ. 1999;33(2):106-13.
- Strømsø HI, Grøttum P, Hofgaard Lycke K. Changes in student approaches to learning with the introduction of computer-supported problem-based learning. Med Educ. 2004;38(4):390-8.
- Koleini N, Farshidfar F, Shams B, Salehi M. Problem based learning or lecture, a new method of teaching biology to first year medical students: an experience. Iran J Med Educ. 2003;3(2):57-63. [In Persian]
- Modanloo M, Khoddam H, Kolagaree S, Bastani F, Parvizi S, Abdollahi H. The Effect of Problem-Based Learning on Nursing Students' Learning Level. Strides Dev Med Educ. 2010; 7(1): 17-25. [In Persian]
- Helde G, Brodtkorb E, Bråthen G, Bovim G. An easily performed group education programme for patients with uncontrolled epilepsy--a pilot study. Seizure. 2003;12(7):497-501.
- Pakravan N, Norouzinia R, Ghazivakili Z, Pouragha B. Use of Two Step Small Group Discussion to Enhance Learning of Basic Immunology. Strides Dev Med Educ. 2015; 12(2): 399-406
- Ali I, Iqbal HM. Effect of formative assessment on students’ achievement in science. World Applied Sciences J. 2013;26(5):677-87.
- Fatehi d. The effect of formative assessment on the radiology students’ learning of the Physics courses. Shahrekord Univ Med Sci J. 2011;13(3):59-69. [In Persian]
- Delaram M, Forouzandeh N. Students’ Evaluation Methods by Academic Staff in Shahrekord University of Medical Sciences. Strides Dev Med Educ. 2010; 7(1): 51-6. [In Persian]
- Haghani F, Shokri T, Omid A, Boroumand Ma, Farajzadegan Z. Comparing Academic Achievement in Lecture-based Learning Versus Problem-based Learning among Medical Students: A Systematic Review. Iran J Med Educ. 2014;14(8):729-41. [In Persian]
- Noohi E, Firoozjahantighi A, Torabi Parezi M, Ramezani Aa, Ramezani Doroh V. The effect of teaching problem based learning approach on self-directed learning readiness of dentistry students, kerman University of Medical Sciences.2012-2013. J Zabol Univ Med Sci Health Services. 2015; 6(4): 34-41. [In Persian]
- Simon E. Integration of information services into University infrastructures. LIBREAS. Library Ideas. 2010;3(3).
- Abbaszadeh A, Borhani F, Sabzevari S, Eftekhari Z. The Assessment Methods and its Relationship to Learning Approaches of Nursing Students in Kerman University of Medical Sciences, Iran. Strides Dev Med Educ. 2013; 10(2): 260-70. [In Persian]
- Tahernezhad K, Javidan F. Advanced Assessment of Medical Students’ Clinical Performance: Challenges, Methods and Approaches. Strides Dev Med Educ. 2008; 5(1): 58-70. [In Persian]
- Mirzai V, Haghdoost AA, Azizi F. Formative evaluation of residents from the residents and their attending Points of views. Strides Dev Med Educ. 2014; 10(4): 413-20.
)