Fariba Haghani, Maryam Ravanipour,
Volume 10, Issue 5 (Special Issue on Educational Development 2011)
Abstract
Introduction: Teamwork is the ability of all team members in making an effective communication, predicting and meet their demands and making reassurance due to cooperative group activities. Based on this description, we need to know how we can prepare students for effective teamwork. Since some class work and most clinical practices are done through teamwork and this continues even after graduation, we decided to determine the outcomes of the application of TMTD method from students’ point of view. Method: This is a mix method study which done on postgraduate nursing student. Data gathering was done by a multiple choice questionnaire and open-ended questions. Then data were analyzed by qualitative and quantitative method. Findings: From 12 students participated in the study, only one student managed to get the complete grade, which was in the range of -10 to +30. Two students got 22 and the rest of the students got 26. Coding and categorizing open questions led to two main categories: positive effects and negative effects. Their perception of learning in a new method of teaching, pleasant class atmosphere, exiting teaching method, competition between teams, and lack of fatigue at the end of the class were the positive effects. The negative effects were too much effort for learning, distraction, and the newness of the method. Conclusion: In spite of being a new teaching method, the students eagerly tried to apply and learn from this method. In general, students got good grades in assessments. This could be due to the attraction of the new method, their level of education, or both those two and the efficacy of this method. It is suggested that teamwork training be planned in different courses, and its efficacy be assessed. Then gradually will be promoted in different curricula from primary schools to universities.
Maryam Ravanipour, Farahnaz Kamali, Masoud Bahreini, Hakimeh Vahedparast,
Volume 11, Issue 6 (1-2012)
Abstract
Introduction: Peer teaching/learning is an effective educational intervention for students of health sciences in clinical settings. This study explores facilitators and barriers in application of this method in clinical settings. Methods: It is a content analysis qualitative study in which the focus group discussion is used for data gathering. Two groups of nursing students (n=15) of Bushehr University of Medical Sciences who were trained through peer education in pediatric or neonatal wards in year 2009, explained about how they experienced peer learning. Results: Analysis of interviews revealed 3 categories of facilitators including type of the job and workload, educational role of the instructor, and students’ characteristics. Also three categories of tension in working environment, trivial supervision of instructor, and competitive performance of students were identified as learning barriers in this method. Conclusion: It may be recommended that teachers brief this method to the students and then start using the method with low workload and less stress to the students and finally keep an eye over its implementation process. Further study in this domain by experts of different fields is recommended.
