Tooba Heidari, Noorolsadat Kariman, Zahra Heidari, Laila Amirifarahani,
Volume 12, Issue 4 (1-2010)
Abstract
Abstract Background: Different studies have shown the inability of traditional lecture method to active teaching method in concept transmitting of higher learning domain. The aim of this study was comparing the effects of feedback lecture method and conventional lecture method on learning and quality of teaching. Materials and Methods: In quasi-experimental study, 27 Arak medical science midwifery students who were in fourth semester, randomly, were divided to two groups of “teaching by feedback lecture” and “teaching by conventional lecture”. Desired topic were presented by one teacher as a 90- minute lecture in control group and as two 35-minute lectures with 10-minute discussion after each part in case group. Informational form, and post test and student' opinion form were used respectively to identify the demographic characteristics, short tem and long term learning and quality of teaching form. Results: Demographic characteristics, quality of teaching form student’s opinion, total scores of pre and post test were similar in two groups. Results of teaching score in post test in knowledge and perception level were similar. But there was a significant difference between application and analysis level in two groups(p=0.011). Also, total and domain scores of post test after a month were not different in both groups. Conclusion: Results indicated that learning by feedback lecture can be more effective than conventional lecture method in application and analysis domain.
Majid Najafi Kalyani, Shahnaz Karimi, Nahidi Jamshidi,
Volume 12, Issue 4 (1-2010)
Abstract
Abstract Background: The important reality is that all of human developments and successes are due to learning. Knowing students learning styles will help to produce an educational plan in order to optimal and effective learning. The aim of this study was the comparison of learning styles and preferred teaching methods of different students of medical sciences. Materials and Methods: This study is a cross-sectional research. That was done on all students at Fasa Medical Sciences University in 2009. For data gathering, questionnaires of demographic variables and Kolb Learning Style Inventory (KLSI) was used and analyzed. Results: Majority of students learning style was convergent learning (38.3%) and then assimilator learning style (29.9%). More frequent preferred teaching method was group discussion. There was a significant difference between learning styles and course of students (P=0.011). Conclusion: Since, the majority of students had convergent and assimilator learning styles is recommended, considering the diversity of learning styles, educational methods related ro learning styles were using.
