Azadeh Ebrahimzadeh; Mohammad Reza Abedini; Kherionesa Ramazanzade; Bita Bijari; Hamed Aramjoo; Majid Zare Bidaki
Abstract
Background: Currently medical education in Iran consists of basic sciences, physiopathology and clinical stages. Medical students learn them separately and often are confused that how basic sciences materials would be helpful for the patient’s diagnosis and treatment. Integration of various ...
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Background: Currently medical education in Iran consists of basic sciences, physiopathology and clinical stages. Medical students learn them separately and often are confused that how basic sciences materials would be helpful for the patient’s diagnosis and treatment. Integration of various related subjects during medical education is one the proposed strategy to overcome this problem. Objectives: The present study was conducted to assess the effect of an integrated teaching approach on medical students’ attitudes and knowledge about infection diseases.Methods: This quasi-experimental study was conducted in the infectious disease ward of Valia-e-asr Hospital affiliated to Birjand University of Medical of Sciences, Birjand, Iran. A total of 60 medical students (stagers) were randomly selected and assigned to the control and intervention groups. The two groups were matched based on their grade point average (GPA), age, and gender. An integrated teaching approach was adopted in the intervention group by four epidemiology, microbiology, infectious diseases, and pharmacology professors. The students’ knowledge was assessed by a written exam, and their attitude was evaluated using a questionnaire. Data was analyzed by SPSS version 16 and using paired and independent samples t-test.Results: The analyses showed that 52% of the participants were male. The mean scores in the cognitive and emotional domains (the students’ points of view) were not correlated with students’ gender, and they were not significantly different before (p= 0.12) and after (p= 0.25) the intervention. The students’ final learning scores were significantly higher in the intervention group than that of the control group (16.16±1.17 vs 14.12±1.73; p=0.001).Conclusion: The integration of basic and clinical subjects helps students to better understand the physiopathology of diseases and enhances their satisfaction.
Majid Zare Bidaki
Majid Zare Bidaki; Ali Rajabpour Sanati; Amir Rahmanian Sharifabad
Volume 9, Issue 1 , July 2012, , Pages 18-24
Abstract
Background & Objectives: Mobile technology has provided valuable opportunity for educational planners teachers and students to use it as a continuous process of teaching – learning Mobile books are sources of educational assistance that can be installed and viewed on mobile phones however there ...
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Background & Objectives: Mobile technology has provided valuable opportunity for educational planners teachers and students to use it as a continuous process of teaching – learning Mobile books are sources of educational assistance that can be installed and viewed on mobile phones however there has been already no plan for production and use of them in the universities of Medical Sciences in Iran This study aimed to produce mobile books and assess students attitudes towards this model of learning Methods: First a Javabased electronic book maker software meeting the requirements and specifications of mobile phones was designed Then multimedia learning contents chosen from four medical and paramedical courses were converted and prepared as four mobile books In the next step the attitudes of 158 medical and paramedical students toward mobile learning were collected through a pretest Then the mobile books were installed on mobile cell phones of 106 students to be used by them during the semester At the end of the semester the views of all students toward mobile learning were asked again Data were analyzed using paired and independent ttest Results : According to the results use of mobile books significantly caused a positive attitude and enthusiasm towards elearning (p