@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(5):309-314
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(5):309-314
Simultaneous Promotion of Learning and Satisfaction by Cooperative Training
ARTICLE INFO
Article Type
Original ResearchAuthors
Agah J (*)Sharifzadeh M (1)
(*) Department of Obstetrics & Gynecology, Faculty of Medicine, Sabzevar University of Medical Sciences, Sabzevar, Iran
(1) “Department of Midwifery, Faculty of Nursing and Midwifery”, and “Student Research Committee”, Shahrood University of Medical Sciences, Shahrood, Iran
Correspondence
Address: Mobini Hospital, North Kashefi, Sabzevar, Khorasan Razavi, Iran. Postal Code: 9613856776Phone: +985144238100
Fax: +985144221002
jilaagah@yahoo.com
Article History
Received: August 23, 2014Accepted: September 23, 2014
ePublished: November 22, 2014
ABSTRACT
Aims
In the previous studies, the student’s participation in teaching is effective in academic
achievement enhancement communication skills achievement. The aim of this study was to
compare the participatory teaching methods with traditional methods in students’ academic
achievement and satisfaction.
Materials & Methods This quasi-experimental study was done on 21 third-year Nursing students of the Sabzevar University Forensic Medical course in 2013-14. The first 8 session was lecture and the second 8 session was participatory. At the end of each method, scientific tests with the same level of difficulty was held and the students were completed the satisfaction questionnaire which its validity and reliability had been confirmed. Data analysis was done by SPSS 16 and independent-T test.
Findings The mean score of the participatory method was significantly higher than the lecture method (p<0.0001). Of the students’ view participatory method leads to increase in learning motivation (66.6%), intimacy and students’ communication (80.1%), group discussion inside and outside the classroom (81%) and learning (80.9%). Also, the total mean of satisfaction was higher in the participatory group significantly (p<0.0001).
Conclusion The new participatory methods in the theory classes of Medical University can enhance students’ learning and understanding and improve their communication skills level.
Materials & Methods This quasi-experimental study was done on 21 third-year Nursing students of the Sabzevar University Forensic Medical course in 2013-14. The first 8 session was lecture and the second 8 session was participatory. At the end of each method, scientific tests with the same level of difficulty was held and the students were completed the satisfaction questionnaire which its validity and reliability had been confirmed. Data analysis was done by SPSS 16 and independent-T test.
Findings The mean score of the participatory method was significantly higher than the lecture method (p<0.0001). Of the students’ view participatory method leads to increase in learning motivation (66.6%), intimacy and students’ communication (80.1%), group discussion inside and outside the classroom (81%) and learning (80.9%). Also, the total mean of satisfaction was higher in the participatory group significantly (p<0.0001).
Conclusion The new participatory methods in the theory classes of Medical University can enhance students’ learning and understanding and improve their communication skills level.
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