Forouzan Tonkaboni; Fatemeh-Al-sadat Robaty
Volume 13, Issue 4 , November 2016, , Pages 411-421
Abstract
Background & Objective: With the presentation of topics related to social capital the attention of scholars has been drawn to the ability of curriculums to develop social capital and its components (trust participation and solidarity) The current study aimed to present a teaching model for curriculum ...
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Background & Objective: With the presentation of topics related to social capital the attention of scholars has been drawn to the ability of curriculums to develop social capital and its components (trust participation and solidarity) The current study aimed to present a teaching model for curriculum development for medical students in order to improve their social capital Methods: This qualitative survey was carried out based on grounded theory Data were gathered through interviews with 18 professors of medical curriculum planning The subjects were selected through purposive sampling Open axial and selective coding approaches were used to analyze the data Results: Teaching method was recognized as the main context of the present paper Then barriers to strategies and outcomes of the main context of the study were separated and plotted within a research paradigm and the final model of the study was created Conclusion: In the planning of the curriculum for medical sciences students factors effective on social capital promotion must be considered in the development of teaching methods
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
Mohsen Adib-Hajbaghery
Volume 5, Issue 1 , July 2008, , Pages 35-42
Abstract
Background & Objective : Studies have shown that teachercentered teaching methods like lecture would make the students inactive and limit their ability in critical thinking decision making and self assertion and dont have enough educational efficacy This study was conducted to assess the effect of ...
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Background & Objective : Studies have shown that teachercentered teaching methods like lecture would make the students inactive and limit their ability in critical thinking decision making and self assertion and dont have enough educational efficacy This study was conducted to assess the effect of three educational methods including lecture question and answer and student seminar on students anxiety educational progression and learning satisfaction Methods : A quasiexperimental study was conducted on a group of 40 nursing students The course content of medical surgical nursing II was divided into three parts and each part was taught using a different method At the beginning of teaching with each of these three methods students anxiety and at the end of each section students satisfaction were assessed and a theoretical exam about the contents was given Then students anxiety learning satisfaction and educational progression were compared Results : Among all students 525% were female with mean (±SD) age of 2357 (±206) years Mean score of students achievement was 1262 using lecture 1480 using question and answer while it was 1510 having student seminars There were significant differences between them (p=00001) However Post Hoc analysis did not show a significant difference between the mean scores in the second and third methods Mean score of students satisfaction was 335 365 and 510 for the first second and third methods accordingly The students were more satisfied using the second and third methods (p=00001) The first method induced the least amount of anxiety while the second method induced the most Third method induced moderate amount of anxiety Anxiety decreased significantly at the end of the second and third methods (p=002 and p=00001 respectively) Conclusion : Involving students in teachinglearning activities and preparing the situation can lead to educational progression and more students learning satisfaction However increased level of expectancy from the students in active teaching methods can increase anxiety which could be diminished by necessary support Therefore involving the students in teaching activities is suggested
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
Seied Asghar Rasoulynejad; Seied Vahid Rasoulynejad
Volume 3, Issue 1 , July 2006, , Pages 26-32
Abstract
Background: Every one has a preferred style of learning Although teachers should adapt their teaching method with their students learning styles it seems that in most cases this fact is disregarded which in turn may decrease the quality of teaching and consequently educational goals Objective: To determine ...
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Background: Every one has a preferred style of learning Although teachers should adapt their teaching method with their students learning styles it seems that in most cases this fact is disregarded which in turn may decrease the quality of teaching and consequently educational goals Objective: To determine the learning styles of paramedical students in Kashan University of Medical Sciences Methods: In this descriptive analytical study 130 nursing midwifery and allied health students were investigated For data collection a standardized questionnaire according to Joy Ried model was used The questionnaire consisted of 30 questions in six learning domains of visual tactile auditory group learning individual learning and class participation and was justified by Likert scoring scale Results: From 130 participants 323% were male and 677% were female and 454% were nursing students 40% were health students and 146% were midwifery students Minimum mean score (292) and maximum mean score (387) were respectively related to group learning and class participation There was no significant difference in learning style scores based on sex and field of study Conclusion: Considering the obtained results showing the variety of learning styles and their differences all teachers are advised to avoid limiting their teaching method to just one method and to use various techniques compatible with the type of teaching materials
