Behrooz Pouragha; Zohreh Ghazivakili; Roohangiz Norouzinia; Nafiseh Pakravan
Abstract
Background Medical education is viewed as a challenging phenomenon, which can cause stress in learners and affect the learning quality. Considering the importance of basic sciences education, development of new pedagogical approaches is necessary to improve medical education. Role-play is an efficient ...
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Background Medical education is viewed as a challenging phenomenon, which can cause stress in learners and affect the learning quality. Considering the importance of basic sciences education, development of new pedagogical approaches is necessary to improve medical education. Role-play is an efficient simulation-based approach, which can improve the students’ perception and imagination. In basic sciences, immunology is of high relevance in clinical situations, as immunological disorders are becoming increasingly prevalent. Objectives Given the importance of deep learning in immunology, we integrated role-play in teaching immunology to medical students in order to promote deep and durable learning. Methods In this study, two independent classes of medical students were evaluated in two consecutive academic semesters in 2014 - 2015. In one class, only lectures were conducted, while in the other class, lectures, along with role-play, were integrated. Pretest and posttest scores were determined at the beginning and end of the semesters in both classes, and the scores were compared. Also, the students’ point of view was studied using a questionnaire. Results The pretest score, which indicated the students’ general knowledge of immunology, was not significantly different between the two classes. However, there was an increase in the score of students participating in the class, which integrated lecture and role-play. In addition, the score obtained by female students, who participated in the class with lecture and role-play, was significantly higher than that of female students in the lecture-based class. The results of the questionnaire revealed that the students were satisfied with the integrated teaching method and believed that their knowledge had improved. Conclusions Based on the findings, dramatization can make learning an exciting process and improve the students’ understanding of immunology concepts.
Nafiseh Pakravan; Rouhangiz Norouzinia; Zohreh Ghazivakili; Behrooz Pouragha
Volume 12, Issue 2 , August 2015, , Pages 399-406
Abstract
Background & Objective: Discussion in small groups is one of the most reliable methods that will lead to a deeper learning This method is based on the active participation of all members of the group The immunology course necessitates thought and connection among the presented content Therefore ...
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Background & Objective: Discussion in small groups is one of the most reliable methods that will lead to a deeper learning This method is based on the active participation of all members of the group The immunology course necessitates thought and connection among the presented content Therefore in this study the efficacy of this method in increasing students understanding of the relationship between the components of the immune system was evaluated Methods: The course lectures were presented in 12 sessions each lasting 2 hours Then the students were given the opportunity to study for a few days An exam was taken based on the presented content and then the students were divided into groups under the titles of immune system cells The discussion sessions were conducted A second exam was taken after the discussion Scores of pre and postdiscussion in small groups were compared Students satisfaction with this approach was asked orally and through open questions and recorded Results: A statistically significant increase was observed in students scores after the discussion in small groups compared to before the discussion Among the students 65% believed that this method had a great effect on deep understanding and were willing to repeat this approach Furthermore 82% of students believed that their confidence increased in respect to what they had learned Conclusion: Small group discussion is a potent educational method because its implementation in 1 session on taught content resulted in an increase in scores The implementation of this method may be difficult for the teacher but this approach has significant effects on student learning behavior
