@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2016;9(1):21-27
ISSN: 2228-5468 Education Strategies in Medical Sciences 2016;9(1):21-27
Comparison the Students Satisfaction of Traditional and Integrated Teaching Method in Physiology Course
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Keshavarzi Z. (1)Akbari H. (2)
Forouzanian S. (*)
Sharifian E. (3)
(*) Medical Department, Faculty of Medicine, North Khorasan University of Medical Sciences, Bojnurd, Iran
(1) Physiology & PharmacologyDepartment, Faculty of Medicine, North Khorasan University of Medical Sciences, Bojnurd, Iran
(2) English Language & Literature Department, Literature & Humanities Faculty, Ferdowsi University of Mashhad, Mashhad, Iran
(3) Physiology Department, Faculty of Medicine, North Khorasan University of Medical Sciences, Bojnurd, Iran
Correspondence
Address: College of Medicine, North Khorasan University of Medical Sciences, Taleghani Street, Bojnurd, IranPhone: +985832297157
Fax: +985832297157
aeedfor20.1393@gmail.com
Article History
Received: November 11, 2015Accepted: February 16, 2016
ePublished: March 28, 2016
ABSTRACT
Aims
Different education methods play crucial roles to improve education quality and students’ satisfaction. In the recent years, medical education highly changes through new education methods. The aim of this study was to compare medical students’ satisfaction in traditional and integrated methods of teaching physiology course.
Instrument & Methods In the descriptive analysis study, fifty 4th semester medical students of Bojnourd University of Medical Sciences were studied in 2015. The subjects were randomly selected based on availability. Data was collected by two researcher-made questionnaires; their validity and reliability were confirmed. Questionnaure 1 was completed by the students after presenting renal and endocrinology topics via traditional and integrated methods. Questionnaire 2 was only completed by the students after presenting the course via integrated method. Data was analyzed by SPSS 16 software using dependent T test.
Findings Mean score of the students’ satisfaction in traditional method (24.80±3.48) was higher than integrated method (22.30±4.03; p<0.0001). In the integrated method, most of the students were agreed and completely agreed on telling stories from daily life (76%), sitting mode in the classroom (48%), an attribution of cell roles to the students (60%), showing movies and animations (76%), using models (84%), and using real animal parts (72%) during teaching, as well as expressing clinical items to enhance learning motivations (76%).
Conclusion Favorable satisfaction of the students in traditional lecture method to understand the issues, as well as their acceptance of new and active methods of learning, show effectiveness and efficiency of traditional method and the requirement of its enhancement by the integrated methods.
Instrument & Methods In the descriptive analysis study, fifty 4th semester medical students of Bojnourd University of Medical Sciences were studied in 2015. The subjects were randomly selected based on availability. Data was collected by two researcher-made questionnaires; their validity and reliability were confirmed. Questionnaure 1 was completed by the students after presenting renal and endocrinology topics via traditional and integrated methods. Questionnaire 2 was only completed by the students after presenting the course via integrated method. Data was analyzed by SPSS 16 software using dependent T test.
Findings Mean score of the students’ satisfaction in traditional method (24.80±3.48) was higher than integrated method (22.30±4.03; p<0.0001). In the integrated method, most of the students were agreed and completely agreed on telling stories from daily life (76%), sitting mode in the classroom (48%), an attribution of cell roles to the students (60%), showing movies and animations (76%), using models (84%), and using real animal parts (72%) during teaching, as well as expressing clinical items to enhance learning motivations (76%).
Conclusion Favorable satisfaction of the students in traditional lecture method to understand the issues, as well as their acceptance of new and active methods of learning, show effectiveness and efficiency of traditional method and the requirement of its enhancement by the integrated methods.
CITATION LINKS
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[31]Hazavei M, Taghdisi M, Mohaddes Hakak H, Hasanzade A. The effects of three teaching methods of lecture, training game and role playing on knowledge and practice of middle school girls in regard to puberty nutrition. J Strides Dev Med Educ. 2006;3(2):126-33. [Persian]
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[2]Heidari T, Kariman N, Heidari Z, Amiri farahani L. Comparison effect of feedback lecture and conventional lecture method on learning and quality of teaching. Arak Med Univ J. 2010;12(4):34-43. [Persian]
[3]Talebi A, Nourbakhsh N, Mottaghi P, Dadgostarnia M, Vafamehr V. New teaching/learning model for medical students, according to integration of usual educational methods in Isfahan University of Medical Science. Iran J Med Educ. 2011;10(5):1198-208. [Persian]
[4]Razeghinejad MH, Bakhshi H, Mashayekhi N. A survey on teaching style of academic members in Rafsanjan University of Medical Sciences. 2010;14(3):198-205. [Persian]
[5]Haghani F, Chavoshi E, Valiani A, YArmohamadiyan MH. Teaching styles of teachers in basic sciences classes in medical school of Isfahan University of Medical Sciences. Iran J Med Educ. 2011;10(5):943-9. [Persian]
[6]Littlewood S, Ypinazar V, Margolis SA, Scherpbier A, Spencer J, Dornan T. Early practical experience and the social responsiveness of clinical education: Systematic review. BMJ. 2005;331(7513):387-91.
[7]Hadjerrouit S. Developing web-based learning resources in school education: A user-centered approach. Interdiscip J E-Learn Learn Object. 2010;6(1):115-35.
[8]Kirkwood A, Price L. Learners and learning in the twenty-first Century: What do we know about students' attitudes towards and experiences of information and communication technologies that will help us design courses. Stud High Educ. 2005;30(3):257-74.
[9]Amini N, Zamani BE, Abedini Y. Medical students' learning styles. Iran J Med Educ. 2010;10(2):141-47. [Persian]
[10]Adibi I, Kiania M. What are the objectives of early clinical exposure?. Iran J Med Educ. 2005;5(2):7-13. [Persian]
[11]Safari M, Yazdanpanah B, Ghafarian H, 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]
[12]Mard SA, Larki M.S, Neisi N. The effect of regular class exams on the final scores of body fluids and renal physiology course. Educ Dev Jundishapur. 2014;5(2):59-65.
[13]McCorry LK. Essentials of human physiology for pharmacy. 2nd edition. UK, London: Taylor & Francis; 2008.
[14]Zohoor A, Eslaminejad T. Teacher's effective teaching criteria as viewed by the students of Kerman University of Medical Sciences. J Med Educ. 2004;4(2):65-70.
[15]Herzig S, Linke R, Marxen B, Borner U, Antepohl W. Long-term follow up of factual knowledge after a single, randomized problem-based learning course. Bio Med Cent. 2003;3(3):6920-23.
[16]Khatoni A, Dehghan Nayery N, Ahmady F, Haghani H. Comparison the effect of web-based education and traditional education on nurses knowledge about bird flu in continuing education. Iran J Med Educ. 2011;11(2):140-8. [Persian]
[17]Andrusyszyn MA. The effect of the lecture discussion teaching method with and without Audio-visual augmentation on immediate and retention learning. Nurse Educ Today. 1990;10(3):172-80.
[18]Mohamad Khah F, Amin Shekravi F, Faghih Zadeh S, Babaee Haidar Abadi A, Kazem Begi F, Maghsodi R. Comparison of two methods of dental health education lectures and film screenings on knowledge, attitude and practice of students. J Ilam Univ Med Sci. 2013;20(5):43-50. [Persian]
[19]Hajizadeh H, Izadjoo M, Akbari M. Comparison of effectiveness of clinical deductive to obtain the objective of restorative films and demonstration course in dental students. Shahid Beheshti Univ Dent J. 2013;32(1):1-7. [Persian]
[20]Schlueter N, Klimek J, Saleschke G, Ganss C. Adoption of a tooth brushing technique: A controlled randomized clinical trial. Clin Oral Investig. 2010;14(1):99-106.
[21]Aragon CE, Zibrowski EM. Does exposure to a procedural video enhance preclinical dental student performance in fixed prosthodontics?. J Dent Educ. 2008;72(1):67-71.
[22]Nikzad S, Azari A, Mahgoli H, Akhoundi N. Effect of a procedural video CD and study guide on the practical fixed prosthodontic performance of Iranian dental students. J Dent Educ. 2012;76(2):354-9.
[23]Chen MS, Horrocks EN, Evans RD. Video versus lecture: Effective alternative for orthodontic auxiliary training. Br J Orthod. 1998;25(3):191-5.
[24]Ahmadi F, Nashibi R. Evaluation of case-based teaching method for infectious diseases educational course in Ahvaz Iaundishapur University of medical science. Educ Dev Jundishapur. 2014;5(2):88-92. [Persian]
[25]Babaei P. Comparing traditional lecture and combination of case and lecture in teaching endocrine physiology for medical students. Res Med Sci. 2012;4(1):1-8. [Persian]
[26]Kermanian F, Mahdizadeh M, Iravani S, Markazi Moghadam N, Shayan S. Comparing lecture and problem-based learning methods in teaching limb anatomy to first year medical students. Iran J Med Educ. 2007;7(2):379-88. [Persian]
[27]Duban S, Mennin S, Waterman R, Lucero S, Stubbs A, Vanderwagen C, et al. Teaching clinical skills to pre-clinical medical students: Integration with basic science learning. Med Educ. 1982;16(4):183-7.
[28]Rodriguez-Barbero A, Lopez-Novoa JM. Evaluation of the learning experience circulatory physiology model and case discussion method: Teaching integrative physiology using the quantitative. Adv Physiol Educ. 2008;32(4):304-11.
[29]Nikendei C, Kraus B, Schrauth M, Weyrich P, Zipfel S, Herzog W, et al. Integration of role-playing into technical skills training: a randomized controlled trial. Med Teach. 2007;29(9):956-60.
[30]Monagheb SE, Mosalanejad N. The impact of role play and group discussion on the knowledge and attitude of interns of Jahrom medical school about breaking bad news. Pars J Med Sci. 2011;9(Suppl 1):1-6. [Persian]
[31]Hazavei M, Taghdisi M, Mohaddes Hakak H, Hasanzade A. The effects of three teaching methods of lecture, training game and role playing on knowledge and practice of middle school girls in regard to puberty nutrition. J Strides Dev Med Educ. 2006;3(2):126-33. [Persian]
[32]Deneve KM, Heppner MJ. Role play simulation: The assessment of the active learning technique and comparisons with traditional lectures. Innov High Educ. 1997;21(3):231-46.
[33]Monjamed Z, Haji Amiri P, Babaee GH, Beirami A. Comparison of effect of two methods for teaching CPR (manikin and film) on knowledge and revenue of student of nursing. Nurs Res. 2006;1(2):7-14. [Persian]