Shayesteh Salehi, Bahram Soleimani, Parvaneh Amini, Ehteram Shahnoushi,
Volume 1, Issue 1 (6-2000)
Abstract
Introduction: The relationship between students' learning styles and their preferred teaching methods has been considered in recent years. This relationship was explored in the present study. Methods: This is a descriptive-analytic study. A stratified sample of nursing students out of all grades participated in it. Students' learning styles were explored with the Kolb's questionnaire for learning style. Their preferred teaching methods were determined using another questionnaire. Results: A correlation between learning styles and some preferred teaching methods was observed for theoretical courses. There was not such correlation in for practical courses. Conclusions: Considering students' learning styles may help university teachers to choose more appropriate teaching methods.
Abbas Monzavi, Leyla Sadighpour, Sajad Jafari, Narges Saleh, Mohammad Javad Kharazi Fard,
Volume 11, Issue 7 (2-2012)
Abstract
Introduction: Whilst there is an extensive descriptive literature on the effective lecturing, there are few studies on students' perspective toward the attributes of effective lecture sessions. The aim of this study is to explore students' viewpoints on factors affecting the quality of lecture sessions. Methods: This was a two-stage descriptive study in which 25 dentistry students at clinical stage, studying at Tehran University of Medical Sciences attended a focus group session and represented their viewpoints about weaknesses and strengths of lecture sessions of theory courses. A questionnaire was developed according to the students’ statements. Features of an effective lecture session were categorized into 4 groups of factors related to the lecturer, content, physical facilities available in class, and educational management. Reliability was assessed through Spearman correlation analysis. This questionnaire including 45 items was distributed among 130 students studying at fourth to sixth-year, in the School of Dentistry. Students’ agreement with each item in questionnaire was measured using 5-point Likert scale. Results: Ninety seven questionnaires were collected. Items of factors related to the lecturer mostly regarded by students, among them were “oral presentation techniques” (mean score of 4.64), “presenting case to demonstrate the association between theory and practice” (4.63), and “the lecturer’s ability to associate the content” (4.55) which received the highest scores. Conclusion: Dentistry students at clinical stage thought that the role of lecture in theoretical courses is very important. They believed that the ability of lecturer in organizing and explanation of the content plays the most important role in giving an effective lecture.
