@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(1):31-36
ISSN: 2228-5468 Education Strategies in Medical Sciences 2013;6(1):31-36
Satisfaction and learning level of university students in basic courses; comparison of lecture and group discussion teaching methods
ARTICLE INFO
Article Type
Original ResearchAuthors
Ghotbi N. (*)Khodami S.M. (1)
Jalaei Sh. (1)
(*) Faculty of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
(1) Faculty of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran
Correspondence
Address:Phone: +989122878669
Fax: +9822220946
nghotbi@tums.ac.ir
Article History
Received: October 2, 2012Accepted: July 27, 2013
ePublished: March 10, 2013
ABSTRACT
Aims
Student learning is one of the most important elements of the evaluation of the helpfulness of the education methods. On the one hand, it is said that the students satisfaction, as well, affects the educational outcome and effectiveness the academic centers. Considering the above issues, the aim of this study was to determine the students’ satisfaction and learning level of basic lessons taught in two teaching methods including group discussion and lecture.
Materials & Methods This controlled random trial with experimental design was conducted from February 2008 to September 2010 on third-semester students studying physiotherapy (29 students) and speech therapy (15 students) in Rehabilitation Faculty of Tehran University of Medical Sciences. Samples were collected by simple sampling method. Students of each group were randomly divided into two control and treatment group. To collect data, knowledge assessment questionnaire was used. Data were analyzed using SPSS 11.5 and descriptive analysis and Mann-Whitney test.
Findings In both groups, the students overall satisfaction and level of satisfaction in the areas of participation sense in learning and being interested in studying had a significant increase in small groups compared with lecture group; however, the students satisfaction of both groups in the area of observing the teaching principles between two teaching methods did not have any statistically significant difference (p>0.05). The difference of level of learning in students was not significant between two groups (p>0.05).
Conclusion Teaching using group discussion can increase the students' level of satisfaction of basic lessons teaching.
Materials & Methods This controlled random trial with experimental design was conducted from February 2008 to September 2010 on third-semester students studying physiotherapy (29 students) and speech therapy (15 students) in Rehabilitation Faculty of Tehran University of Medical Sciences. Samples were collected by simple sampling method. Students of each group were randomly divided into two control and treatment group. To collect data, knowledge assessment questionnaire was used. Data were analyzed using SPSS 11.5 and descriptive analysis and Mann-Whitney test.
Findings In both groups, the students overall satisfaction and level of satisfaction in the areas of participation sense in learning and being interested in studying had a significant increase in small groups compared with lecture group; however, the students satisfaction of both groups in the area of observing the teaching principles between two teaching methods did not have any statistically significant difference (p>0.05). The difference of level of learning in students was not significant between two groups (p>0.05).
Conclusion Teaching using group discussion can increase the students' level of satisfaction of basic lessons teaching.
CITATION LINKS
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[16] Adib-Hajbaghery M. Effect of three educational methods on anxiety, learning satisfaction and educational progression in nursing students. Strides Dev Med Educ. 2008;5(1):35-42. [Persian]
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[18]Pishgahi A, Dareshiri Sh, Owlia MB, Halvani A, Noori Majelan N, Salman Roghani H, et al. The effect of active learning method on stability of information and satisfaction of physiopathology students in Yazd university of medical sciences. Iran J Med Educ. 2010;9(3):208-15. [Persian]
[19]El Ansari W, Oskrochi R. What 'really' affects health professions students' satisfaction with their educational experience? Implications for practice and research. Nurse Educ Today. 2004;24(8):644-55.
[20]EI Ansari. Satisfaction trends in undergraduate physiotherapy education. Physiotherapy. 2003;89(3):171-85.
[21] Antepohl W, Herzig S. Problem-based learning versus lecture-based learning in a course of basic pharmacology: A controlled, randomized study. Med Educ. 1999;33(2):106- 13.
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[24] Feingold CE, Cobb MD, Givens RH, Arnold J, Joslin S, Jill LK. Student perceptions of team learning in nursing education. J Nurs Educ. 2008;47(5):214-22.
[25] Bourgeois JA, Ton H, Onate J, McCarthy T, Stevenson FT, Servis ME, et al. The doctoring curriculum at the university of California: Leadership and participant Roles for psychiatry faculty. Acad Psychiatry. 2008;32:249-54.
[26] Jeffries PR, Woolf S, Linde B. Technology-based vs. traditional instruction: A comparison of two methods for teaching the skill of performing a 12-lead ECG. Nurs Educ Perspect. 2003;24(2):70-4.
[27] Khan I, Fared A. Problem-based learning variant: Transition phase for a large institution. J Pak Med Assoc. 2001;51(8):268-70.
[28] Fesharaki M, Islami M, Moghimian M, Azarbarzin M. The effect of lecture in comparison with problem based learning on nursing student’s self-efficacy in Najafabad Islamic Azad university. Iran J Med Educ. 2010;10(3):262- 8. [Persian]
[29] 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]
[2] Lee M. Creating knowledge through partnerships in global education using small group strategies with large groups. J Nurse Educ. 2001;40(5):222-4.
[3] Safari M, Yazdanpanah B, Ghafarian HR, Yazdanpanah Sh. Comparing the effect of lecture and discussion methods on students` learning and satisfaction. Iran J Med Educ. 2006;6(1):59-64. [Persian]
[4]Jaques D. ABC of learning and teaching in medicine: Teaching small groups. BMG. 2003;326:492-4.
[5] Garavan TN, Ocinneide B. Entrepreneurship education and training programs: A review and evaluation. Eur Indust Train. 1994;18(8):3-12.
[6] EI Ansari W, Oskrochi R. What matters most? Predictors of student satisfaction in public health educational courses. Public Health. 2006;120:462-73.
[7] Nandi PL, Chan JNF, Chan CPK, Chan P, Chan LPK. Undergraduate medical education: Comparison of problembased learning and conventional teaching. HKMJ. 2000;6(3):301-6.
[8] Salimi T, Shahbazi L, Mojahed Sh, Ahmadieh MH, Dehghanpour MH. Comparing the effects of lecture and work in small groups on nursing students' skills in calculating medication dosage. Iran J Med Educ. 2007;7(1):79-84. [Persian]
[9] Fattahi Bafghi A, Karimi H, Anvari MH, Barzegar K. Comparison of the effectiveness of two teaching methods of group discussion and lecturing in learning rate of laboratory medicine students. Strides Dev Med Educ. 2007;4(1):51-6. [Persian]
[10] Kermaniyan F, Mehdizadeh M, Iravani Sh, Markazi Moghadam N, Shayan Sh. Comparing lecture and problembased learning methods in teaching limb anatomy to first year medical students. Iran J Med Educ. 2008;7(2):379-88. [Persian]
[11] Zolfaghari M, Mehrdad N, Parsa Yekta Z, Salmani Barugh N, Bahrani N. The effect of lecture and E-learning methods on learning mother and child health course in nursing students. Iran J Med Educ. 2007;7(1):31-9. [Persian]
[12] Davis DA, Thomson MA, Oxman AD, Haynes RB. Changing physician performance: A systematic review of the effect of containing medical education strategies. JAMA. 2001;274:700-50.
[13] Oxman AD. No magic bullets. A systematic review of 102 trials of interventions to help health care professionals deliver services more effectively or efficiently. CMAJ. 1995;153:1423-31.
[14]Pippala RS, Riley DA, Chinburapa V. Influencing the prescribing behavior of physicians: A meta evaluation. J Clin Pharm Ther. 1995;20:189-98.
[15] Mahram M, Mahram B, Mousavinasab SN. Comparison between the effect of teaching through student-based group discussion and lecture on learning in medical students. Strides Dev Med Educ. 2008;5(2):71-9. [Persian]
[16] Adib-Hajbaghery M. Effect of three educational methods on anxiety, learning satisfaction and educational progression in nursing students. Strides Dev Med Educ. 2008;5(1):35-42. [Persian]
[17] Jafari A, Khami MR, Yazdani R, Mohamadi M. Presenting the course of community dentistry as problem based learning workshop and comparing it to learning through lecture. Iran J Med Educ. 2010;9(3):216-24. [Persian]
[18]Pishgahi A, Dareshiri Sh, Owlia MB, Halvani A, Noori Majelan N, Salman Roghani H, et al. The effect of active learning method on stability of information and satisfaction of physiopathology students in Yazd university of medical sciences. Iran J Med Educ. 2010;9(3):208-15. [Persian]
[19]El Ansari W, Oskrochi R. What 'really' affects health professions students' satisfaction with their educational experience? Implications for practice and research. Nurse Educ Today. 2004;24(8):644-55.
[20]EI Ansari. Satisfaction trends in undergraduate physiotherapy education. Physiotherapy. 2003;89(3):171-85.
[21] Antepohl W, Herzig S. Problem-based learning versus lecture-based learning in a course of basic pharmacology: A controlled, randomized study. Med Educ. 1999;33(2):106- 13.
[22] Steinert Y, Snell LS. Interactive lecturing: Strategies for increasing participation in large group presentations. Med Teach. 1999;21(1):37-42.
[23] Papp KK, Miller FB. The answer to stimulating lectures is the question. Med Teach. 1996;18:147-9.
[24] Feingold CE, Cobb MD, Givens RH, Arnold J, Joslin S, Jill LK. Student perceptions of team learning in nursing education. J Nurs Educ. 2008;47(5):214-22.
[25] Bourgeois JA, Ton H, Onate J, McCarthy T, Stevenson FT, Servis ME, et al. The doctoring curriculum at the university of California: Leadership and participant Roles for psychiatry faculty. Acad Psychiatry. 2008;32:249-54.
[26] Jeffries PR, Woolf S, Linde B. Technology-based vs. traditional instruction: A comparison of two methods for teaching the skill of performing a 12-lead ECG. Nurs Educ Perspect. 2003;24(2):70-4.
[27] Khan I, Fared A. Problem-based learning variant: Transition phase for a large institution. J Pak Med Assoc. 2001;51(8):268-70.
[28] Fesharaki M, Islami M, Moghimian M, Azarbarzin M. The effect of lecture in comparison with problem based learning on nursing student’s self-efficacy in Najafabad Islamic Azad university. Iran J Med Educ. 2010;10(3):262- 8. [Persian]
[29] 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]