Iranian Journal of Medical Education

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Introduction: Educational system is a set of plans, approaches, and materials which coordinately facilitate learners’ access to pedagogical objectives. With regard to the fact that each step of knowledge acquisition calls for a particular learning method or a specific approach, it might be possible to ease students’ achievement of learning objectives by using a blend of learning strategies. This study aimed to determine the effects of blended teaching models on learning of vital signs among nursing and operation room students. Methods: This was a quasi-experimental, with before and after-research design performed on two groups. All first semester nursing and operation room students (N=52) were selected for the study. They were randomly allocated into two groups of experiment and control and were instructed using blended and traditional education methods. Before and after each session of education, academic achievement tests were applied to evaluate students’ cognitive learning in three levels of knowledge, comprehension, and application regarding the topic of vital signs. Data was analyzed using t-test, Wilcoxon, Mann Whitney, and Fisher’s exact test. Results: Both teaching methods improved students’ learning in knowledge, comprehension, and application levels. Mean differences before and after education in both groups were statistically significant in all levels. The mean of increase in scores in all exams and sessions were significantly higher in the blended teaching group compared to the traditional one. The mean score of students’ satisfaction in experiment group(66.2±19.5) was significantly (p<.001) different from the control(38.9±21.4). Conclusion: The used blend of teaching methods was more effective than the traditional one, on the improvement of knowledge, comprehension and application of vital signs topic. It also satisfied students more. Of course, the traditional method was also effective, so both approaches may be used according to the situation.

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Introduction: Revising medical curricula & establishing reformed programs result in refined educational methods which are accompanied by development of active & student-based teaching methods such as Team Based Learning (TBL). This paper describes an experience of implementation and evaluation findings of TBL according to medical students’ viewpoints. Methods: This action research was planned for a census sample (n=187) basic science students of Tehran University of Medical Sciences with the new curriculum. After briefing the students about TBL and forming teams we did TBL in the following steps: Individual Readiness Assurance Test (IRAT), Team Readiness Assurance Test(TRAT), appeal, Team Application(TAP), and peer assessment in 15% of each program block. Data gathered by observation recording sheets, and a researcher-made questionnaire, and analyzed using descriptive statistics. Results: A major part of the students (63.8% ) have admitted TBL as a deep learning approach. Students believed that TRATs were useful (46.2%), team application was a learning facilitator in TBL classes (51.7%) and the class management was suitable (60.5%). The observational data showed that the students changed their seats in order to take part in group discussions. They were listening carefully, asking questions and giving reference to support their claims. Some were against this method because it increased their study workload. Conclusion: It seems TBL has a positive effect on deep learning and facilitates learning. The results indicate that TBL results in cooperative & active learning, and it improves class activity and may be, because of the developed interaction between students, it can promote communication skills. We recommend the use of TBL as a teaching method, beside other teaching methods, in medical sciences education.

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Introduction: During the Covid-19 pandemic, basic medical education has been generally provided through virtual education along with assignments through the electronic systems. Cooperative learning is one of the appropriate educational methods. This study endeavored to improve teaching in virtual duration using the Virtual Team Member Teaching Design (V-TMTD).
Methods: This study was action research. The population was medical students of Hormozgan University of Medical Sciences. Participants were all medical students in the neurophysiology course of Hormozgan University of Medical Sciences during the Covid-19 pandemic in the academic years 2020-2021. In the first semester, the teaching of neurophysiology course was done through virtual education with the presentation of individual assignments, and in the second semester, along with virtual education, the virtual V-TMTD method was used. Students' academic achievement was assessed by comparing the final scores of the two groups. The groups were compared by paired t-test and independent t-test.
Results: In the groups, the effect of V-TMTD on students' academic achievement was shown. The mean and standard deviation of the scores of the students in the experimental group after V-TMTD training was 15.64±0.21 and in the virtual education group with assignments was 13.90±0.24 out of a total score of 20.
Conclusion: Virtual education method with V-TMTD was superior to students' academic achievement with virtual education method with assignments presentation. Using participatory methods in e-learning, the weakness of this type of education during the corona pandemic can be covered.