ARTICLE INFO

Article Type

Original Research

Authors

Ataee   R.A. (* )
Mehrabi Tavana   A. (1 )
Esmaieli   D. (2 )






(* ) Microbiology Department, Medicine Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
(1 ) “Health Research Center” & “Microbiology Department”, Medicine Faculty, Baqiyatallah University of Medical Sciences, Tehran, , Iran
(2 ) Microbiology Department , Medicine Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran

Correspondence

Address: Microbiology Department, Medicine Faculty, Baqiyatallah University of Medical Sciences, Mollasadra St., Vanak Sq., Tehran, Iran
Phone: +982126127258
Fax: +982126127258
ataee216@gmail.com

Article History

Received:  June  9, 2013
Accepted:  January 2, 2014
ePublished:  March 17, 2014

BRIEF TEXT


… [1-7]. Learning through seminar presentation leads to students’ scientific improvement, creativity, and critical thinking [8, 9]. In this regard, some universities have designed the first-year lessons as a seminar courses to improve students’ understanding ability [10]. … [11-14] University teachers who lead seminar courses, have reported 6 key effective factors on learning through seminars such as the university teachers skill , students preparation, the groups role , seminar aims and content , educational dependence, program and educational facilities [15].

Results of some studies have shown that students who present more seminars are more successful [11], and the seminar units result in an increase in their willingness to research and improve their researches quality and also, an increase in their confidence [13, 14]. … [16-24]

The aim of this study was to develop a novel method for seminar presentation at graduate level in order to create and strengthen the student’s educational factors.

The method is descriptive-cross sectional.

This study was performed on microbiology and microbial toxins students of Baqiyatallah Medical University in Tehran from 2008 to 2011.

8 microbiology and microbial toxins students were selected, using census method. All the students had passed the medical information systems course before the seminar course.

The researcher-made questionnaire was designed, using need assessment and experienced university teachers’ opinion. More than 60 categories and related scales were provided. Formal and content validity of the questionnaire were confirmed by 6 university teachers of the basic sciences, psychology and statistics. Reliability of the questionnaire was confirmed, using preliminary studies by different models of educational need assessment and data analysis capabilities. 23 categories and related scales were selected and their reliability was computed, considering different scales. The study was done in three consecutive periods; at the first period 2 students, at the second period 3 students, and at the third period 3 students were participated. From 5 sessions of 2 hours, at the first session, the topic was selected and the proposed definitions, aims and methods for searching the resources were discussed. Problems concerning scientific research and resources to achieve the knowledge frontiers were considered. At the second session, every student had 30 minutes time for evaluating the relation between selected resources (10 minutes), lecture presentation (10 minutes) and questions and answers presentation with the university teachers and the students (10 minutes). At the third session, every student had 10 minutes time for lecture presentation, 5 minutes for questions and answers presentation, and 15 minutes for the topic evaluation. Standard and validate methods to use resources were considered by the university teachers and some questions such as ‘Is there a scientific worth adaptation?’, ‘Does student achieve the ability to determine the academic load of the resources?’, ‘Is student aware of resource study and citation?’ and ‘Is student able to detect scientific plagiarism ways and work with resource management software?’, were answered. At the fourth session, every student had 10 minutes for lecture presentation, 5 minutes for questions and answers presentation, and 15 minutes for verbal skills presentation such as understanding the scientific principles and rhetoric, ability to manage conflict, critical thinking, persuasion, confidence, strengthen self-confidence, scientific etiquette and evaluate the level of scientific assimilation. At the fifth session, the students were obliged to address the research skills such as cognitive ability and discovering the unknowns, creativity and scientific development, commercialization thinking, and preparation to compile a proposal. Finally, the questionnaire was completed by the students. Data (the results of the pre-test and post-test) were analyzed, using Wilcoxon test (to compare every two results with each other) at two stages. SPSS 12 software was used.

There was a significant difference between the total scores of the pre-test and post-test. The scores for each item showed that the highest score among 23 components at pre-test stage belonged to ‘mastery of Microsoft Office software’, and the lowest score at post-test stage belonged to ‘determining the academic load of the resources’ and ‘increase in the cognitive ability and discovering the unknowns’.

Non-declared

It is suggested that the used method in this study to be performed for other disciplines.

Non-declared

Seminar presentation with teaching and continuous follow-up approach reinforces principles and standards of research among the students; and cooperation and empathy between teachers at meetings result in encouragement and confidence in students and compel them to form an effective effort.

Researcher feels grateful to deputy of Medical College of Education.

There is no conflict.

Non-declared

This study was done with internal finance resources of the Research Center and the Department of Microbiology.

TABLES and CHARTS

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