:: Volume 18 - ::
Iranian Journal of Medical Education 2018, 18 - : 1-7 Back to browse issues page
Teaching Medical Students: Computer-Based Teaching versus Traditional Lecture
Peyman Mottaghi , Arash Najimi
Isfahan University of Medical Sciences , Najimiarash@Gmail.com
Abstract:   (3012 Views)
Introduction: Lecture and computer-based teaching are two important methods for the teaching of medical students. However, comparison of the effectiveness and efficacy of both of these methods shows substantial deficiencies. The aim of this study was to compare the effects of lecture and computer-based teaching methods on the learning of medical students taking introduction to clinical medicine (ICM) courses at Isfahan University of Medical Sciences.
Methods: This study was a quasi-experimental research which was conducted in Isfahan University of Medical Sciences. Research population included students taking ICM courses in two consecutive semesters. The first group of students were assigned to the control group (n=67) and were taught rheumatology through in-class lecture method while the second group of students (the intervention group) received computer-based teaching. For evaluation and comparison of the effects of the intervention on learning, two multiple-choice question tests were administered at the end of the training course and 8 weeks after the intervention.
Results: No significant difference was found between the mean scores of the two groups in the first test (p=0.77), but the difference in the second test was significant (p<0.001). The computer-based teaching group performed better in recalling of the learning materials.
Conclusion: Although short-term results were similar in both groups, long-term learning and recalling were greater with computer-based teaching than with lecture.
Keywords: Lecture, computer based learning, self-learning, learning, medical students
Full-Text [PDF 362 kb]   (839 Downloads)    
Type of Study: Original research article | Subject: Teaching Methods
Received: 2017/08/5 | Accepted: 2017/11/15 | Published: 2018/05/16

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