ARTICLE INFO

Article Type

Original Research

Authors

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, Iran
Phone: +981732159952
Fax:
m_karbasi54@yahoo.com

Article History

Received:   May  4, 2015
Accepted:   November 27, 2015
ePublished:   January 10, 2016

ABSTRACT

Aims True learning needs the utilization of proper teaching methods leading to students’ interests in the learning activities to gain useful learning experiences. Therefore, it is needed to reform the traditional teaching methods and to use new student-focused methods by the educational systems. The aim of this study was to compare the effects of the student-focused group discussion method and lecture method on the learning level in the Midwifery students.
Materials & Methods In the semi-experimental study, 72 third-semester Midwifery bachelor students of Islamic Azad University, Gorgan Branch, were selected via census method to participate in the theoretical clinical pregnancy course presented as lecture and group discussion methods in 2014. The final test was done after the end of the training courses. And, material durability test was done 8 weeks after the end of the course sessions. Data was analyzed, using SPSS 16 software and Wilcoxon Non-parametric Test.
Findings There was a significant difference between the mean scores of all the sessions conducted through lecture method (45.00±8.00) and group discussion method (57.00±10.00; p=0.0001). There was a significant difference in the material durability after 8 weeks between the mean scores of lecture (24.50±13.90) and group discussion (35.10±13.10) methods (p=0.0001).
Conclusion Standard student-focused group discussion training affects the midwifery students’ learning more than the lecture method does and there is higher information durability.

Keywords: Focus Groups , Teaching Method , Lectures, Students, Health Occupations ,

CITATION LINKS

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