Maryam Alizadeh; Gholamreza Hassanzadeh
Volume 13, Issue 5 , January 2017, , Pages 460-467
Abstract
Background & Objective: Utilizing the immediate feedback assessment to Technique (IFAT) in teambased learning is a controversial issue due to its high cost The aim of this study was to investigate medical students views about the outcomes of using IFAT regarding the cooperation rate and method of ...
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Background & Objective: Utilizing the immediate feedback assessment to Technique (IFAT) in teambased learning is a controversial issue due to its high cost The aim of this study was to investigate medical students views about the outcomes of using IFAT regarding the cooperation rate and method of students in teambased learning activates Methods: This descriptive study was conducted in 2016 at the School of Medicine Tehran University of Medical Sciences Iran The study population consisted of medical students who had experienced both teambased learning methods (with and without IFAT) Convenience sampling was performed based on the willingness of students to complete a researchermade valid and reliable questionnaire Data were analyzed using SPSS software Results: The IFAT is designed for use in multiresponse questions Based on predetermined patterns the answer was hidden under a surface which was scratched off by students after discussing the answer Of the 139 participants 555% stated that utilizing IFAT caused an increase in the time of discussion and 388% believed that it had small or very small effect on the participation of students who would not previously take part in the discussion In addition 842% noted that the use of this tool increased the accuracy of answers 85 (611%) believed that IFAT made team discussion more exciting Moreover 532% noted that it enhanced the depth of the discussion and 604% stated that discussions became more serious However the majority of students (503%) believed that it had little effect on the integration of knowledge of other subjects in answering questions The students views in the open question in addition to approving the quantitative results showed that students may wait for other teams to reveal the answer before using their form Conclusion: The students believed that the use of the IFAT has positive effects on participation in team work Although it may be a costly method due to its positive effects from the perspective of students the cost associated with buying or producing of the tool seems to be economical In order to prevent the creation of a competitive educational environment it is recommended that students be made effectively aware of the goals and rationales of using this tool Student orientations should be done in multiple time intervals and must be taken into consideration on other related circumstance such as professional code of conduct training
Hakimeh Hazrati; Vahedeh Zaregavgani; Mortaza Ghojazadeh; Leila Vahedi
Volume 13, Issue 3 , September 2016, , Pages 246-254
Abstract
Background & Objective: The main prospect of medical education is improving the quality of health care provided by clinicians The quality and timing of services is related to medical education that can train researchers to solve the problems of the changing requirements of society Problembased learning ...
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Background & Objective: The main prospect of medical education is improving the quality of health care provided by clinicians The quality and timing of services is related to medical education that can train researchers to solve the problems of the changing requirements of society Problembased learning (PBL) as a studentcentered learning approach can provide the context for such medical education The aim of present study was to obtain appropriate information about the effective use of PBL in Iranian medical education from available studies through a systematic review Methods: In the present study 16 studies on the effect of PBL on learning satisfaction and efficacy of medical education were reviewed This systematic review was performed by searching the Google Scholar PubMed Magiran Iran Medex and SID databases using the keywords problembased learning medical education and Iran We included studies that were published from 2003 to 2015 in Iran The results of all studies were reviewed by two researchers using the Critical Appraisal Skills Programme (CASP) and the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklists Results: From among the 130 selected articles 16 studies were included in the study The level of satisfaction with this type of training was reported as high The students performance was satisfactory with this educational method This method of training had a significant effect on the increasing of student learning particularly in the clinical and practical fields and strengthening of active learning selfdirection motivation and critical thinking Conclusion: According to the results of this study PBL can be used as an effective educational method for medical education in Iran
Behnaz Hatef; Zahra Mohamadi; Nejleh Rajabi; Ehsan Saburi
Volume 13, Issue 3 , September 2016, , Pages 307-314
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 ...
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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
Masoumeh Mangeli; Sakineh Sabzevari; Esmat Noohi
Volume 12, Issue 2 , August 2015, , Pages 292-306
Abstract
Background & Objective: In recent decades there have been substantial changes in the design and delivery of medical education in congruence with the higher demand for improved professional competencies of medical graduates Taskbased learning is an integrated system and a multidisciplinary ...
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Background & Objective: In recent decades there have been substantial changes in the design and delivery of medical education in congruence with the higher demand for improved professional competencies of medical graduates Taskbased learning is an integrated system and a multidisciplinary teaching and learning approach In taskbased learning the focus of learning is a set of tasks addressed by a doctor in clinical practice In this method subjects are taught through the performance of tasks and understanding of concepts and mechanisms underlying the tasks The aim of this study was to review articles on taskbased learning in medical education Methods: Electronic databases and publishers such as ScienceDirect PubMed Scopus Google Scholar SID and Magiran were reviewed in 2014 All articles on taskbased learning in medical education without consideration of publication date were collected Studies which had the inclusion criteria (relevant to the field of medicine having objectives method sample size analysis a specific conclusion and availability of the full text) were selected In total 10 qualitative quantitative or mixed studies were selected for analysis Results: Although taskbased learning had been used in different levels and situations evidence suggested that in comparison to the traditional training method it has more efficiency and effectiveness Taskbased learning is an important tool in medical education with positive effects on faculty members students and patients Conclusion: This study has shown that taskbased learning is a powerful educational strategy and has been accepted as an appropriate tool in teaching and learning activities in most medical schools Therefore it is recommended for the promotion of knowledge skills and professional competency
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
