Iranian Journal of Medical Education

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Introduction. In the previous studies in the field of medical education, problem based learning and lecture based learning have been compared, but, due to the learning habits of Iranian students and special condition of education, the effects of these two methods have been less investigated in Iranian universities so far. This study attempts to compare the effects of these two methods on students’ knowledge in molecular biology course and also to assess students’ attitude towards this course in problem based learning group. Methods. This quasi-experimental study was applied on first year medical students of Isfahan University of Medical Sciences (64 students). Half of the students, after taking part in a 3 day PBL workshop for learning the needed skills, started working in PBL groups under the supervision of the students of higher levels. The control group spent the course with the traditional lecture method. At the end of the course, students’ knowledge was assessed by multiple choice questions and short answer essay questions in both groups and also the attitude of experimental group was assessed by a questionnaire. The data was analyzed by SPSS software using t-test. Results. The mean score of knowledge was 14.3±1.7 and 12.8±1.8 in the experiment and control group, respectively. There was a significant difference between the knowledge score of the experiment and control groups. The attitude of the experimental group towards the applied educational method was positive. Conclusion. The present study revealed that Problem Based Learning method was successful compared with current learning methods. More studies are recommended to consider replacing the current educational methods with problem based learning method. .

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Introduction: Problem-based learning has replaced traditional teaching in most universities around the world but still there are many challenges in replacing traditional methods by this new method of learning. Two methods of lecture and problem-based learning (PBL) for teaching anatomy to junior medical students are compared in this study. Methods: Forty students of Artesh University of Medical Sciences, who entered university in 2005, were divided into two groups randomly. Groups were matched based on their Diploma average score, the raw score achieved in entrance exam, and the average score of their previous term. Then, limb anatomy was taught to both groups during two semesters, one group was taught through traditional method and the other through problem-based learning method. The headings of the lesson were the same for the two groups. Students were evaluated through a pre-test at the beginning of the semester and a post-test which was held at the end of the semester. Their viewpoints were also asked at the same time with post-test. Data was analyzed by SPSS software using independent T-test and paired T-test. Results: Post-test scores in both groups were higher than the pre-test scores significantly. The mean difference for correct answers to judgment questions in post-test was higher significantly in PBL group compared with the traditional group. PBL group students were more satisfied with their teaching method. Students' viewpoints in PBL group concerning three domains of developing a sense of participation, encouraging students to study more and teacher's teaching abilities, earned higher scores compared to the traditional group. Conclusion: Students are encouraged to reflect more, and avoid memorizing the material in PBL method. Moreover, this method motivates students to study more by encouraging them into more group interaction.

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Introduction: Nowadays, the attitudinal aspect of community dentistry course and the way in which this course is taught is critically important. The aim of this study is to compare the presentation of theoretical community dentistry course through workshops using PBL method with that of contemporary method of lecture. Methods: In this quasi experimental study, 64 dental students of Tehran University of Medical Sciences who took the course of community dentistry in second semester of academic year of 2006-2007 were entered into the survey through census. They were randomly allocated into two groups of experiment and control each including thirty two. The course of community dentistry was taught to control group through traditional method in 17 lecturing sessions meanwhile this course was instructed to experiment group through problem based learning method. A questionnaire was used for gathering data. Data was analyzed by SPSS software using descriptive statistics and Chi². Results: The improvement in attitude of PBL group was significant in contrast with that of traditional method group. In post-test, the mean score of knowledge and attitude of the group attending in workshop was higher than that of traditional group but the difference was not statistically significant. The mean score of satisfaction and transferring educational concepts was significantly higher in the group attending in workshop. Eighty one percent of the workshop attendees were satisfied with the method employed in the course. Conclusion: The new method of education has been successful in its achievements as forming a positive atti-tude in students and making them eager for community dentistry issues.

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Introduction: Self-efficacy has an important role in applying scientific and professional knowledge and skills. Teaching methods can develop different skills such as decision making capability. The aim of this study was to determine the effect of teaching method of lecture in comparison with lecture and problem based learning on nursing students self-efficacy in Najafabad Islamic Azad University during 2008-2009. Methods: In this quasi-experimental study, 44 nursing students who had been admitted to the university in 2006, were selected through random sampling method. Then, they were assigned in to two experiment and control groups, randomly. The data gathering tool was the Iranian edition of Generalized Self Efficacy questionnaire (GSE10). The data were analyzed by version 15 of SPSS software using mean, standard deviation and independent t-test and paired t-test. Results: The self-efficacy score increased significantly in both lecture (p<.004) and PBL (P<.001) groups. Although the mean score of post-test was higher in PBL group compared to the lecture group, no significant difference was observed comparing the mean of the difference between pre and post-tests in the two groups. Conclusion: According to this study, effective education can promote students self-efficacy in order to carry out the related performance. Considering the higher mean score of the PBL group, it is recommended to pay more attention to this educational method in higher education curriculum.

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Introduction: A variety of educational strategies appropriate for medical student learning have been introduced. Problem- based learning is a major, complex and widespread strategy in medical education, especially in basic science education. In the SPICES model PBL is presented as continuums (from information oriented learning to problem-based learning). In this study, we developed a questionnaires based on continuums as a tool for curriculum evaluation. Method: This developmental study had 2 phases. The first phase was concept mapping and questionnaire development. This phase was performed as an extensive literature review and consensus building in focus groups of experts. The content and face validity of questionnaires was confirmed. The second phase was pilot study. In this phase, the PBL questionnaire was used for evaluation of biology course. All ICM students that had taken biology course two semesters ago completed questionnaires. We used frequency of item selection for determining location on the continuums. The reliabilities were checked by Cronbach's Alpha. Result: The results showed that biology course located in the traditional end of PBL continuum of all aspects of the course (student role, teacher role, resources, content of tests, grading, time management, physical environment). Discussion: Many medical schools from all over the world have implemented PBL curricula and they have assessed effectiveness of these strategies. But very little is known about the evaluation of curriculum based on this strategy. The present work may be considered as a guide for curriculum evaluation.

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Introduction: The existence of numerous and sometimes contradictory studies in the field of problem-based learning and academic achievement emphasizes the necessity of doing a combined research. This meta-analysis study was conducted to determine the effect size of problem-based learning with academic achievement.
Methods: This meta-analyze study intends to conduct on the effect of problem-based learning on academic achievement. As to meta-analysis, the Hunts and Schmidt approach is employed. Of the 36 studies identified, 23 were analyzed and from web, data (isc, iranmedex, Noormags, SID, Magiran, irandoc, PubMed, EBSCO, worldcat, sciencedirect, Springer, ProQuest and google scholar), between the academic years 2007-2020 was conducted in accordance with research objectives to the study.
Results: The results revealed that problem-based learning methods affects student academic achievement. The effect size (0.90) is estimated to be very high based on Cohen's criteria. Generally, the use of problem-based learning methods improves the academic achievement and the transfer of learning to the outside world should be promoted.
Conclusion: The results of this research can pave the way for future research in the field of learning and teaching methods.