Leila Azadbakht, Fahimeh Haghighatdoost, Ahmad Esmaillzadeh,
Volume 10, Issue 5 (2-2011)
Abstract
Introduction: while learning of the first diet therapy course is one of the most important issues, its teaching methods are important too. We aimed to compare the effect of teaching based on problem solving method versus lecturing method regarding first diet therapy course for students of nutritional science. Methods: This semi-experimental study was undertaken on 49 students of nutritional science in two semesters during 2008-2009 (25 students in the case group and 24 students in the control group). Similar sections were taught for both groups. The case group were taught using problem solving method, while control group were taught by lecturing with slide presentation. Pre-test and post-test evaluations were used to assessment of students' knowledge. Students' skill was evaluated by case study. The values were pointed between 0 to 20. Data analysis was done by SPSS software. Results: The mean of knowledge scores in post-test were significantly higher in the case group (16.5±4.5 vs. 13.0±4.5). The scores regarding the students' skill were 13.5±5.0 after teaching based on problem solving method and 17.5±5.5 after lecturing method (P=0.04). Conclusion: Teaching the " diet therapy I course" using problem solving technique was more successful than lecturing method for enhancing students' knowledge and skills. Considering this method for nutritional science student is recommended.
Mojtaba Panjehpour, Negar Ataee,
Volume 11, Issue 9 (3-2012)
Abstract
Introduction:
The importance of biochemistry as a basic subject in biomedical sciences evokes its active learning through motivation of the students. This study aims to compare the effectiveness of , problem solving method with lecture-based method in the teaching of metabolic biochemistry.
Method
This study was done as a semi-experimental method among 43 nutrition undergraduate students of Isfahan university enrolled in metabolic biochemistry during the second semester at 2009 . After introducing the problem solving method to the students, they made their own group work to study and search about the presented , problem solving method subject (pentose phosphate pathway). A valid questionnaire completed by students was used to evaluate the usefulness and effectiveness of the applied method. The questions were divided in to 3 different fields consist motivation, interest and participating in group work. Student also took part in an exam including two types of questions related to traditional method and PBL. Data analysis was carried out by t-test and Q-square with SPSS software.
Results
The 83.7 percent of the students appreciated the value and necessity of biochemistry as one of the most important courses of their curriculum. The student's satisfaction of applying flexible educational methods for more effective and better learning is about 88.4%, as well as 66.7% for using , problem solving method. The mean and variance of motivation and interest, learning, and participation in group work were (66+16),( 68+16) and (70 +17), respectively. But any significant difference between student's exam scores in the traditional method and PBL was not seen.
Conclusion
The results show that implementations of , problem solving methods encourage students’ motivation and improve life-long and active acquired knowledge.
