Iranian Journal of Medical Education

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Introduction: Active Learning Method (ALM) is a model in which students are active in the class. This aim of this study is to compare stability of information and satisfaction of students in classic method of lecture and active learning method. Methods: This descriptive cross-sectional study was performed on 48 medical students (29 females and 19 males) selected through census sampling method and spending their physiopathology courses in Yazd Shahid Sadoughi University of Medical Sciences. Some sessions from the courses of «respiratory, digestive, and urinary diseases» were selected. Two forms for assessing students' satisfaction were used as pretest and post-test. The stability of information was assessed by 8 essay questions one month after teaching. SPSS software was used for data analysis using descriptive statistics, Mann Whitney and McNemar tests. Results: Fifty six percent of students were generally satisfied with the project implementation. The median for stability assessment exam in classes held using ALM was 5 while it was 3.42 for classes using lecture method which had a significant difference (P=0.00). Conclusion: Active learning method increases information stability in students' mind after the teaching session.

Keywords: Active Learning Method, Lecture, Satisfaction, Stability, Physiopathology

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