@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(1):69-74
ISSN: 2228-5468 Education Strategies in Medical Sciences 2014;7(1):69-74
Introducing an Applicable Method in Teaching the Seminar Course in Master of Science Curriculum
ARTICLE INFO
Article Type
Original ResearchAuthors
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, IranPhone: +982126127258
Fax: +982126127258
ataee216@gmail.com
Article History
Received: June 9, 2013Accepted: January 2, 2014
ePublished: March 17, 2014
ABSTRACT
Aims
Currently, Master seminar course in many disciplines of basic medical sciences are held
to taste and there is no attention to the authentic methods of utilization of the resources and
student empowerment. The aim of this study was to offer a practical method for holding the
seminar course for the graduate students.
Materials & Methods In a descriptive cross-sectional study which was performed during the years 2009- 11, all available students of microbial toxins and microbiology disciplines were entered into this study. For the seminar course, 5 sessions of 2-hour were conducted. Evaluating the scientific level and pretest were conducted at the first meeting. For next meetings, the compiled program was given to the students. The interval session was determined 20 to 30 days. Finally, the post-test was taken out. Data were analyzed, using SPSS 12 software with pairwise comparison of the axes through Wilcoxon test.
Findings A table was designed to evaluate skill acquiring and to measure student’s activity at the seminar course. Scientific survey, determining the kind of the produced science, selfsufficiency, competition, applicability, having innovation, relying on the domestic resources, the funds development and making indigenous knowledge could be evaluated. The difference of the pretest and post-test scores were significant in all domains (p<0.05).
Conclusion Presentation of seminar course with continuing training and assessment method can strengthen the principles and standards of research among the students.
Materials & Methods In a descriptive cross-sectional study which was performed during the years 2009- 11, all available students of microbial toxins and microbiology disciplines were entered into this study. For the seminar course, 5 sessions of 2-hour were conducted. Evaluating the scientific level and pretest were conducted at the first meeting. For next meetings, the compiled program was given to the students. The interval session was determined 20 to 30 days. Finally, the post-test was taken out. Data were analyzed, using SPSS 12 software with pairwise comparison of the axes through Wilcoxon test.
Findings A table was designed to evaluate skill acquiring and to measure student’s activity at the seminar course. Scientific survey, determining the kind of the produced science, selfsufficiency, competition, applicability, having innovation, relying on the domestic resources, the funds development and making indigenous knowledge could be evaluated. The difference of the pretest and post-test scores were significant in all domains (p<0.05).
Conclusion Presentation of seminar course with continuing training and assessment method can strengthen the principles and standards of research among the students.
CITATION LINKS
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[2]Master in Biology [Internet]. Philippines: De La Salle University. Available from: http://www.dlsu.edu.ph/academics/continuing/_pdf/cos/biology/ms_bio_nonthesis.pdf
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[12]Lou MF, Chen YC. Preliminary evaluation of the learning outcome achieved by a nursing research seminar course for doctoral students. J Nurs Res. 2008;16(2):87-96.
[13]Von UH, Werwick K, Lichte T, Herrmann M. Learning about general practice through qualitative interviews: lessons from a seminar course with medical students. Med Teach. 2010;32(3):127-32.
[14]Crawford SY. An innovative seminar course in business etiquette for pharmacy graduate students. Am J Pharm Educ. 2012;76(9):177.
[15]Spruijt A, Wolfhagen I, Bok H, Schuurmans E, Scherpbier A, Van BP, et al. Teachers' perceptions of aspects affecting seminar learning: a qualitative study. BMC Med Educ. 2013;13(1):22.
[16]Bovo R, Galceran M, Petruccelli J, Hatzopoulos S. Vocal problems among teachers: evaluation of a preventive voice program. J Voice. 2007;21(6):705-22.
[17]Goldman RH, Cohen AP, Sheahan F. Using seminar blogs to enhance student participation and learning in public health school classes. Am J Public Health. 2008;98(9):1658-63.
[18]Carey JR, Christian LJ, Glaser SD, Raphael S, Miller GH, Crawford J, et al. University of California Research Seminar Network: a prospectus. PLoS Biol. 2010;8(1): e1000289.
[19]Se AB, Passos RM, Ono AH, Hermes-Lima M. The use of multiple tools for teaching medical biochemistry. Adv Physiol Educ. 2008;32(1):38-46.
[20]Smith MK, Trujillo C, Su TT. The benefits of using clickers in small-enrollment seminar-style biology courses. CBE Life Sci Educ. 2011;10(1):14-7.
[21]Jaarsma AD, de Grave WS, Muijtjens AM, Scherpbier AJ, van BP. Perceptions of learning as a function of seminar group factors. Med Educ. 2008;42(12):1178-84.
[22]Farmahini Farahani M, Ziaeiyan Alipour F. Faculty members’ teaching quality based on the Mycourse scale from the student’s viewpoint. Iranian Q Educ Strategies 2012; 5(3):157-61.
[23]Naeimi L, Bigdeli S, Soltani Arabshahi K. Level of self-directed learning readiness in medical students. Iranian Q Educ Strategies. 2012;5(3):177-81.
[24]Karimyan H, Naderi E, Attaran M, Salehi K. Internal evaluation as an appropriate approach to improve higher education system; a case study. Iranian Q Educ Strategies. 2011;4(2):77-83.
[2]Master in Biology [Internet]. Philippines: De La Salle University. Available from: http://www.dlsu.edu.ph/academics/continuing/_pdf/cos/biology/ms_bio_nonthesis.pdf
[3]MICRB 514, Advanced Topics in Microbiology [Internet]. University of Alberta [Cited 2014, March 2]. Available from: http://www.biology.ualberta.ca/courses/micrb514
[4]Ang M. Advanced communication skills: conflict management and persuasion. Acad Med 2002 Nov;77(11):1166.
[5]Spruijt A, Jaarsma ADC, Wolfhagen HAP, van Beukelen BP, Scherpbier AJJA. Students' perceptions of aspects affecting seminar learning. Med Teach. 2012;34(2):129-35.
[6]Nelson JB, Cates ME, Woolley TW. Faculty attitudes and scholarly productivity resulting from a seminar course. Am J Pharm Educ 2008.15;72(1):8.
[7]Reza NG. A model for offering an international medicine seminar course for US medical students: the 13-year experience of the New Jersey medical school. J Natl Med Assoc. 1999;91(10):573-7.
[8]Butell SS, O'Donovan P, Taylor JD. Instilling the value of reading literature through student-led book discussion groups. J Nurs Educ .2004;43(1):40-4.
[9]Amirpour B. Relationship of critical thinking and its dimensions with university students’ social self-esteem and happiness. Iranian Quarterly of Education Strategies 2012;5(3):143-7.
[10]Poirier TI. A seminar course on contemporary pharmacy issues. Am J Pharm Educ. 2008;72(2):30.
[11]Kingsley K, O'Malley S, Stewart T, Galbraith GM. The integration seminar: a first-year dental course integrating concepts from the biomedical, professional, and clinical sciences. J Dent Educ. 2007;71(10):1322-32.
[12]Lou MF, Chen YC. Preliminary evaluation of the learning outcome achieved by a nursing research seminar course for doctoral students. J Nurs Res. 2008;16(2):87-96.
[13]Von UH, Werwick K, Lichte T, Herrmann M. Learning about general practice through qualitative interviews: lessons from a seminar course with medical students. Med Teach. 2010;32(3):127-32.
[14]Crawford SY. An innovative seminar course in business etiquette for pharmacy graduate students. Am J Pharm Educ. 2012;76(9):177.
[15]Spruijt A, Wolfhagen I, Bok H, Schuurmans E, Scherpbier A, Van BP, et al. Teachers' perceptions of aspects affecting seminar learning: a qualitative study. BMC Med Educ. 2013;13(1):22.
[16]Bovo R, Galceran M, Petruccelli J, Hatzopoulos S. Vocal problems among teachers: evaluation of a preventive voice program. J Voice. 2007;21(6):705-22.
[17]Goldman RH, Cohen AP, Sheahan F. Using seminar blogs to enhance student participation and learning in public health school classes. Am J Public Health. 2008;98(9):1658-63.
[18]Carey JR, Christian LJ, Glaser SD, Raphael S, Miller GH, Crawford J, et al. University of California Research Seminar Network: a prospectus. PLoS Biol. 2010;8(1): e1000289.
[19]Se AB, Passos RM, Ono AH, Hermes-Lima M. The use of multiple tools for teaching medical biochemistry. Adv Physiol Educ. 2008;32(1):38-46.
[20]Smith MK, Trujillo C, Su TT. The benefits of using clickers in small-enrollment seminar-style biology courses. CBE Life Sci Educ. 2011;10(1):14-7.
[21]Jaarsma AD, de Grave WS, Muijtjens AM, Scherpbier AJ, van BP. Perceptions of learning as a function of seminar group factors. Med Educ. 2008;42(12):1178-84.
[22]Farmahini Farahani M, Ziaeiyan Alipour F. Faculty members’ teaching quality based on the Mycourse scale from the student’s viewpoint. Iranian Q Educ Strategies 2012; 5(3):157-61.
[23]Naeimi L, Bigdeli S, Soltani Arabshahi K. Level of self-directed learning readiness in medical students. Iranian Q Educ Strategies. 2012;5(3):177-81.
[24]Karimyan H, Naderi E, Attaran M, Salehi K. Internal evaluation as an appropriate approach to improve higher education system; a case study. Iranian Q Educ Strategies. 2011;4(2):77-83.