Raziye Emambakhsh; Moghaddameh Mirzaee; Abedin Iranpour; Roghaieh Ershad Sarabi
Abstract
Background: The group discussion method is one of the student-centered and active teaching methods in which learners actively participate in educational activities using discussion, and they are given the opportunity to share their opinions and experiences with others.Objectives: The present study was ...
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Background: The group discussion method is one of the student-centered and active teaching methods in which learners actively participate in educational activities using discussion, and they are given the opportunity to share their opinions and experiences with others.Objectives: The present study was conducted to compare the effects of the group discussion method and the lecture method on health workers’ knowledge and attitudes.Methods: In this quasi-experimental study, 70 health workers working in Baft, Kerman province, were selected by census method and divided into two groups of 35 people. Asthma-related educational content was presented for one group as a lecture and the other as a group discussion. Before and after the intervention, health workers’ knowledge and attitudes scores were evaluated and compared using a researcher-made questionnaire.Results: The mean age of participants was 38 ± 2.7 years. After the intervention, the mean score of attitude was 65.86 ± 6 in the lecture group and 68.66 ± 4.7 in the group discussion group, indicating a significant difference (p = 0.04). The mean score of knowledge after the intervention was 11.4 ± 1.66 in the lecture group and 11.28 ± 1.6 in the group discussion group, which was not statistically significant (p = 0.77). In both groups, the mean scores of knowledge and attitude increased significantly after the intervention (p<0.0001).Conclusion: The results showed that education affected the increase of health workers’ knowledge and attitudes in both groups. Also, the group discussion method had a greater effect on increasing the attitude of individuals compared to the lecture method; however, this effect was not significant for knowledge. Therefore, it can be concluded that for the training of health workers, it is better to use integrated teaching methods to create deep and efficient learning as well as positive attitude and motivation.
Soghra Omrani; Hashem Fardanesh; Issa Ebrahimzade; Mohammad Reza Sarmadi; Mansour Rezaei
Volume 9, Issue 2 , January 2013, , Pages 143-152
Abstract
Background & Objective: Education is one of the fundamental pillars for developing capabilities skills and competencies in the society Comparing elearning and traditional teaching methods help teachers and educational stakeholders in designing developing and implementing appropriate learning courses ...
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Background & Objective: Education is one of the fundamental pillars for developing capabilities skills and competencies in the society Comparing elearning and traditional teaching methods help teachers and educational stakeholders in designing developing and implementing appropriate learning courses for learners The purpose of this study was to compare lecturebased and elearning methods effects on learning and motivating physicians on the topic of acute respiratory failure using models strategies and techniques of instructional design Methods: In a quasiexperimental study 60 general physicians selected by available sampling were divided into two equal groups (n = 30) based on the two instructional methods Learning content in the control group was based on the compiled programs of Continuing Medical Education and in the elearning group it was based on the same programs with integration of the instructional design models Data were collected in pretest posttest using motivation assessing questionnaire using Merrill and Reigeluth models Results : There was no significant difference between pretest and posttest scores of participants (P > 005) But after educational programs the motivation of physicians in control group (1261 ± 397) was significantly (P < 005) less than experimental group (14383 ± 545) Conclusion: The results of this study showed a significant increase in participants motivation after using electronic medical continuing education
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
Manoochehr Mahram; Behrooz Mahram; Seyyed Nouroddin Mousavinasab
Volume 5, Issue 2 , January 2009, , Pages 71-79
Abstract
Background & Objective : It has been years that the traditional method of lecture is used for teaching and both teachers and students are unsatisfied with this methods tediousness and low efficacy According to low experience in teaching theoretical clinical courses via studentbased group discussion ...
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Background & Objective : It has been years that the traditional method of lecture is used for teaching and both teachers and students are unsatisfied with this methods tediousness and low efficacy According to low experience in teaching theoretical clinical courses via studentbased group discussion in small groups this study was performed to compare learning resulted from the aforementioned method and lecture Methods In this semiexperimental study lecture and group discussion in small groups (6 to 8 members) were tested in theoretical course of pediatrics in four series of students in Zanjan School of Medicine Some topics were taught using lecture while others were taught using studentbased group discussion At the end of all classes quizzes were given to the students the results from these quizzes and final exams were compared in both teaching methods Results The mean percentage of correct answers in quizzes in methods of group discussion and lecture were 84% and 45% respectively which was significantly different (P = 00001) The mean percentage of correct answers to the questions in final exams was 67% and 65% for group discussion and lecture accordingly while there was no significant difference(P=019) Conclusion : Regarding the results of this study and similar researches learning via group discussion seems to be more profound and effective but this profundity was not present in the final exam which may be due to the defects in designing questions and emphasizing on students memorized content
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
Seied Mohammad Mehdi Hazavehei; Mohammad Hosein Taghdisi; Hamid Reza Mohaddes; Akbar Hasanzadeh
Volume 3, Issue 2 , January 2007, , Pages 126-133
Abstract
Background : Suitable nutrition is an important aspect in every stage of life particularly in puberty stage of females One of the important priorities of medical education is improving the quality of educational programs in regard to the puberty nutrition in middle school girls Objective: The aim of ...
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Background : Suitable nutrition is an important aspect in every stage of life particularly in puberty stage of females One of the important priorities of medical education is improving the quality of educational programs in regard to the puberty nutrition in middle school girls Objective: The aim of this study was to determine and compare the effects of three teaching methods of lecture training games and role playing on knowledge and practice of middle school girls in regard to puberty nutrition Methods : In this quasiexperimental research six first grade classes from girls middle schools of four distracts in Mashhad were selected randomly The students of these classes (n=174) were randomly divided into three groups of lecture (taught by giving lecture) game (taught by playing games) and role playing (taught by role playing) Each group participated in two 45minute training sessions about puberty nutrition The students knowledge and practice were evaluated by acceptable valid and reliable questionnaire and checklist before immediately after and one month after the training sessions Results : According to the results mean (±standard deviation) knowledge scores of students immediately after intervention were 499 (±115) in lecture group 57 (±89) in game group and 61 (±12) in role playing group that showed significant increase [respectively 201 (±116) 29 (±11) and 305 (±115)] compared to before the intervention Mean knowledge score immediately after and one month after holding training sessions were significantly different in all three groups (P
Maryam-o-S Sadat Motahari; Shirin Hejazi; Jaseman Shahnazari; Mahmood Mahmoodi
Volume 2, Issue 1 , July 2005, , Pages 50-55
Abstract
Background : Inappropriate nutrition has an important role in many pathological conditions including such common diseases as diabetes cancer and cardiovascular diseases Despite the recognition that physicians are often called upon to provide counseling in nutritional aspects of diseases nutrition does ...
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Background : Inappropriate nutrition has an important role in many pathological conditions including such common diseases as diabetes cancer and cardiovascular diseases Despite the recognition that physicians are often called upon to provide counseling in nutritional aspects of diseases nutrition does not hold the place it deserves in medical schools curricula especially in clinical and casebased teaching Objectve: The aim of this study was to determine the knowledge attitude and practice of interns in Kerman Medical University regarding the nutrition Methods: Selfadministered questionnaires including 29 questions and in a crosssectional study were completed by 105 interns Results: The mean knowledge attitude and practice scores were 693 ± 189 (out of 14) 1550 ± 354 (out of 40) and 148 ± 158 (out of 7) respectively There were no significant differences in knowledge and practice scores between males and females but male interns had higher score in attitude (P