Showing 12 results for Teaching Methods
Fariba Haghani, Ali Shari`atmadari, Ezzatollh Naderi, Alireza Yousefi,
Volume 3, Issue 2 (12-2003)
Abstract
Introduction. Considering the fundamental role of teaching methods in promoting the quality of education, the emphasis on the necessity of a revise in teaching methods used by continuing education programs, and insufficient observantional studies about teaching process, this research was designed to study the teaching methods of continuing medical education (CME) programs in Isfahan University of Medical Sciences based on establishment, continuing, effectiveness, and concluding the communication.
Methods. This study was performed as field research. The data gathering method was observation. The vali- dity and reliability of the observation form was confirmed by content validity and test/re-test. The researcher observed 89 CME programs including seminars, conferences, congresses and composed programs. The data was analyzed by SPSS software. Frequency distribution of all factors was calculated.
Results. The results concerning the teaching factors revealed that, in establishment of communication more than half of the teaching methods and in continuing the communication more than two third were weak and very weak. Forty percent of teachings in continuing the communication and more than 50% in concluding the communication were good and very good. Also, in most cases, "lecture" was used as the main teaching method in CME programs, but in some programs, question/answer, case presentation and demonstration methods of teaching were also used.
Conclusion. The teaching methods of CME programs need a serious revise. In order to improve the quality of continuing education, it is recommended to train faculty members regarding the process of education, teaching, adult learning theory and new models of teaching.
Fariba Farhadian, Mina Tootoonchi, Tahereh Changiz, Fariba Haghani, Shahram Oveis Gharan,
Volume 7, Issue 1 (6-2007)
Abstract
Introduction: Identifying faculty members' skills and their educational needs in teaching is necessary for planning faculty development programs. This study was designed to determine faculty members' educational needs and their skills concerning teaching methods during teaching medical clerkship and internship courses in order to coordinate the content of educational workshop according to their needs.
Methods: In a descriptive study, 108 faculty members teaching clerkship and internship courses in Isfahan University of Medical Sciences were selected by random stratified sampling and completed a 16 item questionnaire as self-administered. The questionnaire was about their skills and educational needs in teaching methods of clinical internship and clerkship courses. The data was analyzed by SPSS software using frequency distribution, mean, standard deviation, and linear regression.
Results: Faculty members had educational needs in all 16 areas under investigation. They considered their skills at proficiency level in implementation but low level in using evaluation feed-back for improving performance, video recording and making educational films. Their most important priorities for education were information resources and full-text journals, clinical skills evaluation, and using evaluation results for identifying their weaknesses in teaching. The results showed no significant relationship between the subjects' skills and educational needs, and their demographic characteristics.
Conclusion: Although faculty members evaluated their skills almost at proficiency level in most areas, they needed more education. It seems that teaching methods and student assessment workshops have to be revised and the content of the workshops should be designed according to the needs of the faculty members. It is also recommended to use different educational methods such as workshops, books and pamphlets, self-learning materials, and educational films to respond to faculty members' educational needs.
Nahidossadat Mirshahzadeh, Mina Tootoonchi,
Volume 7, Issue 1 (6-2007)
Abstract
Introduction: Self-learning is an appropriate method for continuing medical education programs and has been used in many countries. In order to evaluate new method of self-learning in CME (Continuing Medical Education) programs, this study was conducted to determine the viewpoints of CME participants about the quality of books, questions, and teaching method of self-learning in Isfahan University of Medical Sciences.
Methods: In a descriptive cross-sectional study, 3712 physicians among the ones participating in CME programs of Isfahan University of Medical Sciences in 2004-2005, were selected through census sampling. The data collection tool was a questionnaire containing demographic questions and 39 items asking about self-learning method, quality of the books and questions which was distributed along with the book at the time of registration for self-learning. The data was analyzed by SPSS software using frequency distribution, mean, standard deviation, t-test, ANOVA, and linear regression.
Results: The mean and standard deviation of the participants' viewpoints toward self-learning teaching method, quality of books, and quality of questions were 3.96±0.39, 3.80±0.35 and 3.74±0.56 out of 5, respectively. The mean scores achieved by older participants were higher significantly.
Conclusion: The results demonstrated the good quality of self-learning method, the provided books, and the designed questions. The physicians had a positive attitude toward this method. This teaching method is recommended to be used in other universities.
Ardeshir Talebi, Nosrat Nourbakhsh, Peyman Mottaghi, Mohammad Dadgostarnia, Vajiheh Vafamehr,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: In the classrooms of medical students, some times we can see problems that affect teaching quality. For solving common problems, some ways for effective teaching were selected. Including of pre-study, Computer-mediated learning package, quiz exam every teaching session, and group discussion. Then combination of this methods as PCQG model performed for pilot study in the kidney chapter of last edition of Robbins pathology text book. And the results were evaluated. Methods: This cross-sectional study was performed on Persian Bahman month according to solar year, term 88-89 for medical students of Isfahan University. Because of positive results again was done for next series of medical students in mehr 89. At first, student's were Asked to study before the classes, and for each of three sessions, one third of the text was determined (The pilot text was chapter of Kidney and urinary truct of 8th edition of Basic Pathology of Robbins). For this purpose a "training pakage" including of previous teachings and scan of the text was handovered a week before classes. Using Internet also was possible for the students. At the beginning of each sessions Quiz exam was given. In all sessions Insted of lecture, group discussion was conducted. Using multiple choice exam, likert scale questionnare and unstructural interviews with students, the effectiveness of this method was evaluated. Results: The results indicates that 75 percent of students received acceptable scors from Quiz exam, 71/9 percent received acceptable scors from MCQ exam (moderate or good), and 73/9 percent received acceptable scors from total exam. On the other hand in opinion of the students this method could engage students in active discussions properly. Also cause good assessment of students learning, during the course done. Conclusion: This method as a new effective teaching/learning model can be expanded for educating various courses for students of medical sciences. PCQG model can be applied in provincial and national levels. P= Per-study C= Computer mediated Communication Q= Quiz G= Group
Farshid Arbabi, Fariba Haghani,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction:Educational methods can be classified into two groups: active methods and passive ones. Applying games is an active approach in teaching. The present study aimed at investigating the effect of games on teaching oncology. Methods: Twenty three medical students participated in the study. They took two class sessions of oncology. In the first session the basic principles and concepts on oncology were taought and in the second session , they were randomly divided in two groups. A selected modified text of esophagus cancer treatment from up-to-date version 17.3 was presented to both groups. Some especial cards containing a cancer treatment modality were given to the case group. The students were asked to sequence the possible treatments for the case. At the end of the session, esophagus cancer treatment was presented to the students. The students’ responses were gathered, scored and compared applying T test. Results:They were 12 in the experiment and 11 in the control group. There was a statistically significant difference between the mean score of the control (28.46 ± 22.6) and experiment(55.8±26.1)groups, (t=2.67, df =17.63, p=0.016). The number of sequences proposed by the control group was (4.85 ± 1.72), while the number of sequences in the experiment group was 3.85 ± 0.07, resulting in t=2.54, df =16.751, p=0.021. Discussion: The mean score in the experiment group is significantly higher than that of the control group. Although the time spent was equal in both groups ,the game lead to more concentration and deeper learning in the experiment group. Significantly, the number of treatment sequences in the experiment group is lower than that of the control group. It seems that treatment selection was done more delicately and responsibly by the experiment group. So, teaching oncology through games can increase learning in medical students, which in turn,leads to better treatment selection and problem solving.
Hajieh Ghasemian Safaei, Ziba Farajzadegan,
Volume 11, Issue 9 (3-2012)
Abstract
Active participation of students in teaching is the one of the effective way of learning in science education according to large investigation. By this way students understand current level of knowledge, increasing the student’s eagerness and their attraction for learning. This study was designed to explore the effect of active student involvement in teaching and learning of the bacteriology in Isfahan University of Medical Sciences, faculty of Medicine. Material & Methods: Total of 100, medical (n= 50) and nutrition (n= 50) students were participated in this research during two semesters. We started up the session with 2 minutes warming up, 2 minutes for review of previous lecture with asking questions, 35 minutes lectures with repeating and asking questions with students, 5 min summary and end up asking them. We asked students to fill out the questionnaire with 6 questions at the end of semester. Result and discussion: The results of questionnaire analysis showed that there is agreement among students that the bacteriology teaching according to collaborative teaching enhance student learning. Interactive learning environments well serve the variety of students studying bacteriology. In summary, there is large data ccollected by researchers in bacteriology teaching and learning that the traditional lecture base method is not effective in promoting theoretical learning in bacteriology. There is also wide-ranging data that active learning method facilitate well in many different environments.
Mohammadreza Safavi, Azim Honarmand, Athar Omidi, Hamidreza Shetabi,
Volume 11, Issue 9 (3-2012)
Abstract
Introduction: It is necessary to choose and implement proper teaching and evaluation method for implementing an effective education. This study aimed to evaluate the implementation quality and to determine suitable teaching methods in department of anesthesiology at Isfahan University of Medical Sciences.
Methods: In this descriptive cross-sectional study, all anesthesiology residents (40) who participated in class in 2011 were selected. Data collection was done through a researcher-made questionnaire. Data analysis was done through descriptive and inferential statistics.
Results: The questionnaire response rate was 100 percent. Mean age and duration of medical practice were 34.75±3.9 and 7.6±4.8 years, respectively. 85.5 percent of participants had the high satisfaction with quality of program implementation, 12.5 percent had moderate and 2 percent had poor satisfaction. The most preferred teaching method was lecture along with showing films and PowerPoint presentations and the least one was lecture without film and slide. There was no significant difference between female and male residents regarding to the satisfaction of teaching method and program implementation (P>0.3).
Conclusion: Using educational material and active teaching methods involving students in teaching process is effective in learners’ satisfaction and teaching quality.
Mansour Razavi, Ghani Mohammadi, Soheila Dabiran,
Volume 12, Issue 8 (11-2012)
Abstract
Introduction: In order to familiarize faculty members of medical sciences with teaching methods and techniques, a number of teaching method workshops are being held at Tehran University of Medical Sciences in which about 40 teaching methods are taught to faculty members. This study investigates the faculty memebres’ knowledge and application of these methods that were instructed to them from year 2003 to 2011 in Tehran University of Medical Sciences.
Methods: This descriptive cross-sectional study was performed on faculty members of Tehran University of Medical Sciences who participated in teaching methods workshops. Using stratified sampling method, 205 of these faculty members were selected. Data gathering tool was a valid and reliable questionnaire made by researcher which evaluated knowledge level of members about those 40 trained methods. Data was analyzed using descriptive and inferential statistics (mean and analysis of variance).
Results: The furthermost rate of knowledge and application of methods by members were belonged to lecture method (mean and SD= 8.55±1.15) and the lowermost of them matched to telepraxis method (mean and SD= 0.75±1.07). 155 faculties (75.6%) were satisfied with workshops. Moreover, speech was the most widely used technique (more than 90%). Programmed lecture was the most appropriate method from the viewpoints of participants. At last, 155 of participants (75.6%) were satisfied with workshops.
Conclusion: Despite the efforts of universuty in training new methods over past 10 years, faculty members showed more interest to use traditional methods.
Shahin Tohidi, Hossein Karimi Moonaghi,
Volume 16, Issue 0 (4-2016)
Abstract
Introduction: Education and learning systems are globally evolving toward self-learning-based educational models. The purpose of this study was to determine the features and principles of developing a self-learning module, compare the self-learning module with other methods of teaching, and explore the effects of self-learning module on learning.
Methods: In this review study, data were collected by searching through online databases such as Scopus, web of science, PubMed, Magiran and SID with the keywords self-learning, online modules, self-direct learning, self-learning module and web-based module with no time limit.
Results: A total of 27 articles were reviewed. This review study explored the features of self-learning modules (flexibility, accessibility and transferability, easiness, learner’s accountability, motivating the learner, cost-effectiveness, safe learning environment and saving time); in addition, the principles of developing the self-learning module as well as factors associated with the effects of self-learning module were identified.
Conclusion: Since this paper revealed many aspects of the self-learning module, it is suggested that faculty members become more familiar with this educational approach and apply it.
Mostafa Najafi, Roya Mollabashi, Zahra Ghazavi, Mohammad Kazem Najafi, Arefeh Mousavi,
Volume 17, Issue 0 (4-2017)
Abstract
Introduction: Modern educational methods are influential in improving the quality of education and learners’ satisfaction. The aim of this study was to introduce the teaching method using “video clips” in teaching schizophrenia and survey the viewpoints of psychiatry students of Isfahan University of Medical Sciences compared to using traditional methods.
Methods: This quasi-experimental study was conducted in 2013 on 101 psychiatry students of Isfahan University of Medical Sciences who were selected by convenience sampling (census) and divided randomly into traditional teaching group (n=47) and video clip groups (n=54). Research tool was a researcher-made questionnaire. Its validity was confirmed by the psychiatry and medical education experts and the reliability was confirmed by Cronbach’s alpha coefficients (α=0.92). The questionnaire was administered after teaching schizophrenia using the two methods and the viewpoints of both groups were compared. The collected data were analyzed using independent t-test and Mann whithney test.
Results: Sixty of the participants were female and 41 were male with the mean age of 24 years. Despite the increase in the means scores of some items, there was only a significant difference in instructor’s scientific mastery (p=0.005, t=0.64), novelty and attractiveness of educational instrument (p=0.000, t=3.7) and greater fitting of the educational package compared to traditional note taking (p=0.005, t=1.7).
Conclusion: Students’ satisfaction with lecture method in understanding the contents and their openness to new methods of learning indicate the effectiveness of the traditional method and the need for further improvement in combination with new methods. Further research is required to verify the role of using video clips in teaching psychiatry students.
Davoud Tahmasebzadeh Sheikhlar, Hamdollah Habibi, Karim Jafari,
Volume 19, Issue 0 (4-2019)
Abstract
Introduction: In recent years, coaching is one of the novel methods of education. Coaching is a process that can enhance both self-esteem and self-efficacy, which have an effective contribution in the educational environments. The aim of this study was to investigate the quality of coaching method in educational activities of faculty members in Tabriz University of Medical Sciences.
Methods: This descriptive-survey study was performed on all faculty members and students of Tabriz University of Medical Sciences in 2017-2018 academic years. 257 faculty members and 361 students were selected through the stratified random sampling method. Data collection tools were two researcher-made questionnaires about faculty members and students' coaching method, which was used after confirming its validity and reliability. The collected data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics such as single sample t-test and independent t-test.
Results: The rate of the application of coaching method was desirable, so that from the viewpoints of faculty members and students respectively, the mean scores (±SD) of the components: individual characteristics and conditions (36.87± 6.71, 33.6 ± 8.9), the trainer's condition and characteristics (27.83 ± 3.93, 25.5 ± 22.34), and requirements and conditions of the organization (24.21 ± 4.55, 30.44 ± 5.05), were higher than the theoretical average.
Conclusion: The results showed that the faculty members` attitudes towards the quality of their use of coaching were more favorable than students. Therefore, it is necessary to provide more context and background for students to familiarize them with this educational method.
Mohammad Bardel, Firooz Mahmoodi,
Volume 20, Issue 0 (4-2020)
Abstract
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.
