@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(5):281-286
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(5):281-286
Comparison the Effect of Student-Based Group Discussion and Lecture Methods Teaching on Midwifery Student's Learning Level
ARTICLE INFO
Article Type
Original ResearchAuthors
Aghapour S.A. (1)Vakili M.A. (1)
Karbasi M. (*)
Badeli R. (1)
(*) Children and Neonatal Health Research Center, Children and Neonatal Health Research Center, Golestan University of Medical Sciences, Gorgan, Iran
(1) Children and Neonatal Health Research Center, Children and Neonatal Health Research Center, Golestan University of Medical Sciences, Gorgan, Iran
(1) Children and Neonatal Health Research Center, Children and Neonatal Health Research Center, Golestan University of Medical Sciences, Gorgan, Iran
(1) Children and Neonatal Health Research Center, Children and Neonatal Health Research Center, Golestan University of Medical Sciences, Gorgan, Iran
Correspondence
Address: Center of health workers, University of Medical Sciences, Hyrkan Bolvared, Gorgan, IranPhone: +981732159952
Fax:
m_karbasi54@yahoo.com
Article History
Received: May 4, 2015Accepted: November 27, 2015
ePublished: January 10, 2016
BRIEF TEXT
… [1-5] Small group discussions can be used aimed at thinking, emotional, and social goals [6]. Group discussion teaching is one of the student-focused teaching methods, in which the students actively participate in the educational activities and they can to communicate with other persons. Nowadays, gaps between theoretical issues and functions are very important in the medical study fields [7].
There is emphasis on group discussion to understand complex problems. In addition, group discussion is useful to assess the previous learning and preferences of the persons, as well as to discover the individual differences of the learners [8]. … [9]
The aim of this study was to compare the effects of student-focused group discussion teaching and lecture method on the learning level in midwifery students.
This is a semi-experimental study.
Third semester bachelor midwifery students of Gorgan Islamic Azad University, Iran, were studied in 2014.
72 students were selected via census method.
Pregnancy clinical theory course was conducted in lecture and student-focused group discussion methods. The students were divided into twelve 6-person groups not randomly and by their own selections. The students were divided into group discussion and lecture groups. There were 8 educational sessions including 4 lecture sessions and 4 group-discussion sessions. The final test was done after the end of the educational sessions. The test to investigate the content durability was done 8 weeks after the end of the sessions. In group discussion method, the materials and ten 4-choice questions (as a quiz test and without negative scoring) were provided in print and for each person. At last, the students individually answered the quiz questions without any reference to the text. Content validity of the questionnaire was confirmed via scientific texts and based on the viewpoints of the faculty members. Based on the GPA of the previous semester, the students were divided into low GPA (15 or less than 15 scores) and high GPA (more than 15 scores) groups. Tables, diagrams, and numerical indices (mean values, standard deviation, and median) were used to describe data. Based on the Kolmogorov-Smirnov test, there was no normal data distribution. Data was analyzed by SPSS 16 software using Wilcoxon non-parametric test.
The mean scores of all sessions in lecture and group discussion methods, showing a significant difference (p=0.0001), were 45.17±8.11 and 57.25±10.08, respectively. 8 weeks after the last session to investigate the content durability, there was a significant difference between the mean scores of lecture (24.50±13.90) and group discussion (35.10±13.10) methods (p=0.0001). There was a significant difference between the mean scores of all sessions in low GPA group in lecture (47.83±9.09) and group discussion (57.53±7.44) methods (p=0.0001). There was a significant difference between the mean scores of content durability in low GPA group in lecture (21.23±13.25) and group discussion (35.86±15.18) methods (p=0.0001; Table 1). Based on a survey from the students about their satisfaction with two educational methods, most of them (80%) were considerably satisfied with group discussion method demanding continuance of the method.
Based on the present results, group discussion method could increase the scores of communication skills, and especially interaction and problem following-up skills, compared to the lecture method [7]. There is better learning in the life skills, such as cooperation and interaction with others, via group discussion method [5]. The method can enhance the students’ capability in criticizing [10]. … [11] Teaching via group discussion method empowers cooperation, acceptance of criticizes, and considering other viewpoints in the teachers [12]. An increase in the learning motivation and satisfaction of the students, as well as the effects of group discussion on learning, are confirmed [1]. Group discussion method is more effective on the students’ academic achievement and communication skills than lecture method [13]. Group discussion teaching method can increase the scores of communication skills, especially including interaction and problem follow-up skills [7]. Group discussion significantly increased interaction and problem follow-up skills. Methods leading to mutual interactions between the group-members result in more and better interactions in classrooms [14]. There was a significant difference between the scores of tests and quiz (8 weeks after the last session) in two educational methods. In midwifery students, the quiz scores in group discussion method are significantly more than the scores in lecture method [15], which is a result consistent with the present results. However, there is no significant difference between the mean GPA of semester in two methods [15], which is inconsistent with the present results. There is no significant difference between the mean score of the students, and there is no significant interaction effect between the study-field and method [16]. The results are inconsistent with the present results. There are higher levels of mental abilities, skills, and changes in the values, attitudes, and interests of the students via discussion method than lecture method [17]. There is a considerably higher learning level via group discussion method [18]. Group discussion activates the students and their learning continuity [19]. The composed training method empowers internal motivation and enhances learning and satisfaction levels in the students [20]. Students’ scientific functioning in group discussion is better [21]. The results of the present study are inconsistent with some studies [22, 23], showing a significant difference between the final test results of two groups. Mean scores of the students in lecture method are considerably lower than group discussion does [24], which is consistent with the present results. In consistency with the present findings, there is an increase in satisfaction level, despite a significant difference between two groups [25]. Similar to the present results, there is powerful tendency in the students to group discussion education method [22]. 80% of the students agreed with the student-focused teaching method. Most of the students with lower GPAs both in preliminary stage and in the learning continuity stage, as well as the mean scores of the tests, highly utilized the student-focused method.
Non-declared
Big sample size, need for many classrooms, and low familiarity with small group discussion in the teachers and students were of the limitations for the present study.
Regarding the related standards, the student-focused group discussion teaching method is more effective on the midwifery students’ learning than the lecture method. In addition, there is more lasting information.
The managers of Gorgan Islamic Azad University, midwifery unit, and the participating students are appreciated.
Non-declared
The study was confirmed by Ethics Committee of Gorgan Islamic Azad University.
The article was derived of an MA thesis in medical education in Iran University of Medical Sciences. The study was done in cooperation with Golestan University of Medical Sciences and Gorgan Islamic Azad University, midwifery unit.
TABLES and CHARTS
Show attach fileCITIATION LINKS
[1]Hekmatpou D, Seraji M, Ghaderi T, Ghahremani M, Naderi M. Comparison of group discussion and lecture method in students’learningand satisfaction of life instructions unit. Qom Univ Med Sci J. 2013;7(1):10-6. [Persian]
[2]Deveugele M, Derese A, De Maesschalck S, Willems S, Van Driel M, De Maeseneer J. Teaching communication skills to medical students, a challenge in the curriculum?. Patient Educ Couns. 2005;58(3):265-70.
[3]McGilton K, Irwin-Robinson H, Boscart V, Spanjevic L. Communication enhancement: Nurse and patient satisfaction outcomes in a complex continuing care facility. J Adv Nurs. 2006;54(1):35-44.
[4]Heravi Karimvey M, Jadid Milani M, Rejeh N. The effect of lecture and focus group teaching methods on nursing students learning in community health course. Iran J Med Educ. 2004;1(4):55-60. [Persian]
[5]Reynolds M. Groupwork in education and training: Ideas in practice. London: Kogan Page; 1994.
[6]Wang VC. Encyclopedia of information communication technologies and adult education integration (Volume 3). Hershey, PA: IGI Global; 2011.
[7]Baghcheghi N, Kouhestani H, Rezaei K. Comparison of the effect of teaching through lecture and group discussion on nursing students' communication skills with patients. Iran J Med Educ. 2010;10(3):211-8. [Persian]
[8]Cox TH, Lobel SA, McLeod PL. Effects of ethnic group cultural differences on cooperative and competitive behavior on a group task. Acad Manag J. 1991;34(4):827-47.
[9]Mahram M, Mahram B, Mousavinasab SN. Comparison between the effect of teaching through student-based group discussion and lecture on learning in medical students. J Strides Dev Med Educ. 2009;5(2):71-9.
[10]Damon W. Peer education: The untapped potential. J Appl Dev Psychol. 1984(5):331-43.
[11]Khaledi S, Moridi G, Shafeian M, Gharibi F. A comparison between the lecture method and the three combination participatory method of teaching and learning on nursing students' sustainable learning. Dena. 2010;5(3-4):1-11. [Persian]
[12]Liaghatdar MJ, Abedi MR, Jafari SE, Bahrami F. Comparing the effect of lecture and discussion methods on students` learning and communication skills. J Res Plan High Educ. 2003;10(33):29-56. [Persian]
[13]Mirbagher Ajorpaz N, Ranjbar N. Compared to traditional learning and group discussion in nursing education. Dena. 2008;3(1-2):1-5. [Persian]
[14]Solati M, Javadi R, HossainiTashnizi S, Asghari N. desirability of two participatory methods of teaching, based on students' view point. Hormozghan Med J. 2010;14(3):191-7. [Persian]
[15]Delaram M. Clinical education from the viewpoints of nursing and midwifery students in Shahrekord University of Medical Sciences. Iran J Med Educ. 2006;6(2):129-35. [Persian]
[16]Eslamian H, Saeedi M, Fatehi Y. Comparison of the effectiveness of teaching methods of group discussion and lecture on learning and satisfaction of students in teaching of religion and life courses in the secondary school students. Curric Plan Knowl Res Educ Sci. 2013;10(11):13-23. [Persian]
[17]Hill RJ. A comparative study of lecture and discussion methods. New York: White Plains; 1960.
[18]Karimi M, Tavakol K, Alavi M. Comparison of two educational methods of lecture and group discussion on learning and reminding of nursing students. Sci J Hamadan Nurs Midwifery Fac. 2004;13(2):15-25. [Persian]
[19]Asgari F, Khoshnazar T, Sedighi A. Comparison of efficiency management training using lecturing and small group teaching on learning rate of nursing and midwifery student’s. Holist Nurs Midwifery. 2015;25(1):26-34.
[20]Jafari M. Comparison of lecture and blended teaching methods on learning and satisfaction of medical students in biochemistry course. Iran J Med Educ. 2012;12(7):488-97. [Persian]
[21]Lake DA. Student performance and perceptions of a lecture-based course compared with the same course utilizing group discussion. Phys Ther. 2001;81(3):896-902.
[22]Fischer RL, Jacobs SL, Herbert WN. Small-group discussion versus lecture format for third-year students in obstetrics and gynecology. Obstet Gynecol. 2004;104(2):349-53.
[23]Dusold R, Sadoski M. Self-Directed Learning versus Lecture in Medicine. Acad Exch Q. 2006;10(4):29-32.
[24]Safari M, Yazdanpanah B, Ghafarian H, Yazdanpanah S. Comparing the Effect of Lecture and Discussion Methods on Students` Learning and Satisfaction. Iran J Med Educ. 2006;6(1):59-64. [Persian]
[25]Ghotbi N, Khoddami M, Jalaei S. Satisfaction and learning level of university students in basic courses; comparison of lecture and group discussion teaching methods. Educ Strategy Med Sci. 2013;6(1):31-6. [Persian]
[2]Deveugele M, Derese A, De Maesschalck S, Willems S, Van Driel M, De Maeseneer J. Teaching communication skills to medical students, a challenge in the curriculum?. Patient Educ Couns. 2005;58(3):265-70.
[3]McGilton K, Irwin-Robinson H, Boscart V, Spanjevic L. Communication enhancement: Nurse and patient satisfaction outcomes in a complex continuing care facility. J Adv Nurs. 2006;54(1):35-44.
[4]Heravi Karimvey M, Jadid Milani M, Rejeh N. The effect of lecture and focus group teaching methods on nursing students learning in community health course. Iran J Med Educ. 2004;1(4):55-60. [Persian]
[5]Reynolds M. Groupwork in education and training: Ideas in practice. London: Kogan Page; 1994.
[6]Wang VC. Encyclopedia of information communication technologies and adult education integration (Volume 3). Hershey, PA: IGI Global; 2011.
[7]Baghcheghi N, Kouhestani H, Rezaei K. Comparison of the effect of teaching through lecture and group discussion on nursing students' communication skills with patients. Iran J Med Educ. 2010;10(3):211-8. [Persian]
[8]Cox TH, Lobel SA, McLeod PL. Effects of ethnic group cultural differences on cooperative and competitive behavior on a group task. Acad Manag J. 1991;34(4):827-47.
[9]Mahram M, Mahram B, Mousavinasab SN. Comparison between the effect of teaching through student-based group discussion and lecture on learning in medical students. J Strides Dev Med Educ. 2009;5(2):71-9.
[10]Damon W. Peer education: The untapped potential. J Appl Dev Psychol. 1984(5):331-43.
[11]Khaledi S, Moridi G, Shafeian M, Gharibi F. A comparison between the lecture method and the three combination participatory method of teaching and learning on nursing students' sustainable learning. Dena. 2010;5(3-4):1-11. [Persian]
[12]Liaghatdar MJ, Abedi MR, Jafari SE, Bahrami F. Comparing the effect of lecture and discussion methods on students` learning and communication skills. J Res Plan High Educ. 2003;10(33):29-56. [Persian]
[13]Mirbagher Ajorpaz N, Ranjbar N. Compared to traditional learning and group discussion in nursing education. Dena. 2008;3(1-2):1-5. [Persian]
[14]Solati M, Javadi R, HossainiTashnizi S, Asghari N. desirability of two participatory methods of teaching, based on students' view point. Hormozghan Med J. 2010;14(3):191-7. [Persian]
[15]Delaram M. Clinical education from the viewpoints of nursing and midwifery students in Shahrekord University of Medical Sciences. Iran J Med Educ. 2006;6(2):129-35. [Persian]
[16]Eslamian H, Saeedi M, Fatehi Y. Comparison of the effectiveness of teaching methods of group discussion and lecture on learning and satisfaction of students in teaching of religion and life courses in the secondary school students. Curric Plan Knowl Res Educ Sci. 2013;10(11):13-23. [Persian]
[17]Hill RJ. A comparative study of lecture and discussion methods. New York: White Plains; 1960.
[18]Karimi M, Tavakol K, Alavi M. Comparison of two educational methods of lecture and group discussion on learning and reminding of nursing students. Sci J Hamadan Nurs Midwifery Fac. 2004;13(2):15-25. [Persian]
[19]Asgari F, Khoshnazar T, Sedighi A. Comparison of efficiency management training using lecturing and small group teaching on learning rate of nursing and midwifery student’s. Holist Nurs Midwifery. 2015;25(1):26-34.
[20]Jafari M. Comparison of lecture and blended teaching methods on learning and satisfaction of medical students in biochemistry course. Iran J Med Educ. 2012;12(7):488-97. [Persian]
[21]Lake DA. Student performance and perceptions of a lecture-based course compared with the same course utilizing group discussion. Phys Ther. 2001;81(3):896-902.
[22]Fischer RL, Jacobs SL, Herbert WN. Small-group discussion versus lecture format for third-year students in obstetrics and gynecology. Obstet Gynecol. 2004;104(2):349-53.
[23]Dusold R, Sadoski M. Self-Directed Learning versus Lecture in Medicine. Acad Exch Q. 2006;10(4):29-32.
[24]Safari M, Yazdanpanah B, Ghafarian H, Yazdanpanah S. Comparing the Effect of Lecture and Discussion Methods on Students` Learning and Satisfaction. Iran J Med Educ. 2006;6(1):59-64. [Persian]
[25]Ghotbi N, Khoddami M, Jalaei S. Satisfaction and learning level of university students in basic courses; comparison of lecture and group discussion teaching methods. Educ Strategy Med Sci. 2013;6(1):31-6. [Persian]