lecture method

With technological advancements and the rapid growth of innovative educational approaches, methods such as the flipped classroom and problem-based learning have replaced traditional methods like lectures. The effectiveness of flipped teaching in increasing learning outcomes and student satisfaction has been demonstrated in various studies. The aim of this study was to evaluate the effectiveness of flipped teaching in the histology course for medical students.

This study is a developmental applied design. The study population consisted of second-semester medical students at Kurdistan University of Medical Sciences. The educational content was initially prepared in PowerPoint software and voice recorded. Using Snagit 2015 software, the produced content was converted into an educational video. After approval by the faculty members, the content was prepared in PPT, MP4, and PDF formats and provided to the students. In the session before the teaching began with this method, a brief explanation of the flipped classroom was given to the students. The students were grouped, and they were divided into four groups, with the educational content provided to them.

A significant difference was observed between the students' views on the flipped classroom compared to the traditional lecture method regarding the role of the flipped classroom in accessing the content taught by the instructor, fostering scientific connections among students, and encouraging students to actively participate in class (p<0.05). No significant difference was observed regarding the role of the flipped classroom in fostering a learning spirit among students, in generating scientific questions in students' minds, and in understanding the taught materials (P>0.05). The average score of students using the lecture method was 13.12, while the average score of students using the flipped classroom method was 13.69. No significant difference was found in the students' scores between the two teaching methods (P>0.05).

Students had a positive view of some features of the flipped classroom and the application of this educational method. Given the novelty of this educational approach, further studies are needed to explore its impact on various learning outcomes.

Responsibility indicates the obligation and internal commitment to optimal perform the activities and has a significant role in learning activities. The purpose of this study was to compare the effectiveness of Flipped classroom teaching method versus lecture- based instruction method among students of Farhangian University.

regarding the research purpose and in the framework of between-group experimental design, of the female students' population in Farhangian University of East Azerbaijan, during the academic year of 2018-2019A (totally 549 students) total number of 60 students comprising two groups of 30 students were finally selected through one-step cluster sampling procedure. One of the experimental groups experienced flipped teaching while the second group was taught using lecture-based method.  In order to collect data, Nemati Responsibility Questionnaire was applied. Data analysis was carried out using single-variable covariance.

The results showed that the Filipped classroom method was more effective in comparison to the lecture-based method.

According to the findings, it can be stated that responsibility is a feature that can be changed and increased by students as a result of changing educational methods, especially the formation of Filipped classes.

Recently trends inthe modern methods of education, increasing students’ participation and attention to teamwork in learning has been considered. Team-based learning (TBL) is a collaborative learning method that its goal is increasing the amount of learning. The aim of this study was carried out to investigate the application TBL in public health and students’ attitude towards new teaching method. The present study was a cross sectional study in which 45 students were participated and assessed by multiple choice test and attitude questionnaire. Independent sample t test and Pearson Coefficient correlation in SPSS20 were used to assess the mean score of test and also the relation between students' attitudes towards two types of teaching methods, respectively. The mean score of students in the Lecture method at the end of the fourth session were (8.8±0.9). Significant difference was observed between individual evaluation and group evaluation of TBL (p<0.005). The mean score of students' attitudes toward TBL and team work were (25.18 ± 3.78) and (21.5 ± 5.1), respectively. There was a significant positive correlation between Students' attitudes(r=0.625, p=0.003) and teamwork(r=0.725, p=0.001) towards TBL in the classroom. The results showed that TBL method was more successful method in comparison to lecture method. According to Finding, it is suggested that modern teaching methods such as team-based learning should be used alongside traditional teaching in educating student in other medical sciences.

In attention to teachers’ motivation, knowledge and confidence, facilitated learning, using of appropriate teaching method has most effectiveness on teaching and learning. The aim of this study was to compare modified Team Effect of Design (m-TED) teaching method and lecture method on students’ performance and their satisfaction in nutrition students of Lorestan University of Medical Sciences. In this quasi experimental study, students in diet therapy 1(first course 2010-11) and 2 (second course 2010-11) were evaluated.In first course, diet therapy (1) was taught by m-TED for 8 sessions and else 8 sessions was taught by lecture method. This process was reverseD for diet therapy (2) in second course.For measuring satisfaction, satisfaction questionnaire was used. The questionnaire was completed after each 4 sessionS by students. Multiple choice question (MCQ) was carried out as midterm exam and final exam for both two courseS. Mann-Whitney U and repeated measure test were included for data analyses. Mean scores for m-TED teaching method and lecture method did not show significant difference (t=-0.61, p=0.54). Mean of score for m-TED teaching method was 6.14±0.98 and for lecture method was 6.32±0.6. The mean score of the m-TED method students’ satisfaction (45.30±3.98) was higher than lecture method(32.6±6.54) (p=0.0001). The study showed that m-TED teaching method could be useful in teaching nutrition students and could enhance their intrinsic motivation, which in turn could improve learning quality.

Preparation of nurses plays an important role in nuclear events and reduces the nuclear consequences. Education is an important part of preparation process which is provided in various ways. The lecture method is an effective method of education. In our country, there has not been any educational content about nursing care in a nuclear accident. Also, formal training of nuclear event nursing wasn’t held in nursing education curriculum. Since this study was the first experiment on nursing education of nuclear event, it should be contained a theoretical content and the effectiveness of training on different learning levels should be measured.

The study’s aim was determining the efficacy of nuclear nursing care training by lecture method on cognitive learning levels.

In this quasi-experimental study) 30(nurses of one of teaching hospital in Tehran were selected by purposive sampling method in year 2011. A Multiple choice researcher-designed questionnaire with (30) questions on three levels of cognitive learning (knowledge, comprehension and application) was prepared and the test was done in three stages of before, immediately after and 4 weeks after nuclear nursing care training by lecture method. Reliability of questionnaire was confirmed with the Kuder-Richardson (α=0.72) and Pearson correlation coefficient (r=0.7) tests. Scores were compared by repeated measures ANOVA test using SPSS17.

Knowledge scores’ mean and StD in three stages before, immediately after training and four weeks later were 4.4±2.01, 7.46±1.5, 5.7±2.02, respectively and comprehensive scores’ mean and StD were 3.7±1.8, 7.43±1.8, 5.6±1.45 respectively and application scores’ mean and StDwere 1.96±1.45, 5.9±0.86, 4.4±1.6, respectively. The total score average were 10.03±4. 2, 20.8±3.04, 15.97±3.85 respectively, which showed a significant difference in all stages of study and at all levels of learning (p<0.001).

The effectiveness of lecture was demonstrated by comparing test scores before and after the education. Because lecturing is a cheap, effective and interesting method of education, this method can also be used in nuclear accident nursing care education program in order to prepare nurses for these events in a short time.

Programmed instruction (PI) and lecture based learning have been compared in previous studies in the world, but due to special condition of education in nursing, the effects of these two methods have been less investigated in Iranian universities. This study attempts to compare the effect of these two educational methods on nursing student's learning about the basic principles of infection control. In this quasi-experimental study, 103 second-year baccalaureate (B.S) nursing students were selected by purposive sampling and then were randomly assigned to two groups (52 in experimental using self-learning method and 51 in control group taught by lecture method). Both groups were tested by similar pre and post tests and the content of teaching was the same for both of them but with different teaching methods. The experimental group was also given an opinionnaire about the programmed instruction at the end. Two weeks after the post-test, an unannounced test (delay test) was administered to both groups. The data were analyzed by SPSS software using frequency distribution, mean and standard deviation, t-test and paired t-test. There was a significant difference between the pretest and posttest scores in both groups. Also, nursing students who completed an infection control programmed instruction, scored higher on post-test than those who attended the lecture method class. The difference between the mean scores of post and delay tests was significant in experimental group but it didnt show a significant difference in the control group. The mean of the necessary time for studying modules was 35.6 minutes less than lecture presentation, and 85.4% of students preferred PI method and found the content meaningful. This study showed that self-managed learning in the form of PI is an acceptable method for teaching the basic principles of infection control to nursing students. It is recommended to use this method more in education.