lectures

Considering that simply relying on conventional education methods no longer suffices, educational systems have attempted to employ novel and active learning methods in their curriculum.  This study aimed to compare the effectiveness of jigsaw versus lecture-based learning in undergraduate dental students.

Method and Materials: 

A total of 31 undergraduate dental students attending Rafsanjan Dental School, Rafsanjan, Iran were recruited for this study. Students had all taken a course on Oral Medicine and we decided to evaluate their knowledge regarding pigmented oral lesions. Participants were randomly divided to two groups. Each group received a teaching session, one using the Jigsaw method (experimental group) and the other one using a lecture-based approach (control group). Pre- and post-intervention tests were conducted to evaluate knowledge acquisition. Three months after training, all students had to take their final exam and their obtained scores were also recorded and compared. The complete test scores was a maximum of 20. Independent and paired-samples T-tests were used for statistical analysis. P<0.05 was considered statistically significant. 

The experimental and control group obtained a mean pre-intervention score of 6.50±1.16 and 5.80±1.78, respectively (P=0.210). The post-intervention test scores were 9.06±3.24 in the Jigsaw group and 9.73± 2.71 in the lecture group (P=0.538). Both Jigsaw and lecture-based methods significantly improved students’ knowledge regarding pigmented oral lesions, with mean scores demonstrating a significant difference pre- and post-intervention and three months later during the final exam (P<0.001 for all). However, Independent samples T-test revealed that the two groups were not significantly different in terms of the mean scores or the amount of increase in scores at any evaluation interval (P>0.05 for all). 

After a short- and long-term evaluation, using the Jigsaw method for teaching undergraduate dental students about pigmented oral lesions yielded comparable results to the traditional lecture-based learning method.

Background &

One of the most important signs of commitment to community health is the field of nursing education, in which effective communication is a serious issue. Medical sciences in prestigious universities attract considerable attention to effective communication. Good education and scientific research in nursing schools are needed to train a successful medicine ethically. For this purpose, education for medical students plays an important role. For instance, multimedia education significantly improves the listening skills of English learners. Moreover, studies showed that attitudes toward using multimedia education had a significant effect on explaining changes in learners' listening skills. They recommended that multimedia education be merged with English language instruction as a part of the listening skills training course (1). The hypothesis of the effect of a teacher-student method according to multimedia education on students' academic achievement was confirmed (2). Furthermore, good communication skills are an essential component of nursing education. In teaching communication skills, methods such as lectures and seminars are less effective than experimental ones with feedback(3). Results of this study, similar to other research, indicated the positive role of multimedia use in the development of social skills of deaf female students (4). It also demonstrated that the multimedia method had a more lasting effect than lecturing. Thus, it is believed that this method will be implemented more widely in universities in addition to education(5). Today, injuries and complications, as well as deaths due to medical errors, are one of the problems in this area (6). Discussion in small groups is considered the most effective way to provide ethics education for medical students (8). Undoubtedly, being a good doctor is more than just knowing the standards of professional competence. In other words, there is a difference between doing a job and understanding and doing it. So, what a doctor does matters (10). As education has a positive effect on promoting oral health behavior, its type also plays a key role. In this regard, the multimedia teaching method was more effective than the lecture method in all stages (21). Employing multimedia training programs has increased the knowledge and practice of nurses about safe injection, which is one of their serious tasks. Therefore, utilizing this method is recommended to improve their clinical performance (22).

This study was quasi-experimentally, and its samples were selected by stratified random sampling method among nursing students who had taken professional ethics courses. Two classes were considered experimental, and the other two were as evidence. Students in both groups completed a researcher-made effective communication questionnaire before and after the training. All of them were in one faculty and ethics course. They also were professionals and in the clinical training phase. The researcher-made questionnaire consisted of two parts. The first part was related to individual questions and demographic information of the samples. The second part was questions designed based on the research objectives, which included 24 items. The questionnaire was according to the opinions of 15 professors and experts to check its validity. After the necessary editing, the final questionnaire was provided.

According to Table 2, it can be said that the average pre-test scores and the standard deviation in the experimental group that received multimedia training are 70.71 and 6.27, respectively. For the control group, these values are 71.22 and 4.74, respectively. According to the mean values in the control and experimental groups and based on the value of t obtained in the degree of freedom 97, there is no significant difference between the mean scores of the two groups in the pre-test. Considering results and homogeneity of variances in experimental and control groups and comparing the means in them, we found no significant difference. Furthermore, Table 4 displays that the average post-test score and the standard deviation in the experimental group are 75.39 and 8.74, respectively, at the end of the course. Also, these values are 71.88 and 8.26, respectively, for the control group. Consequently, taking into account that the mean of the post-test in the experimental group is higher than that of the control group and based on the obtained t - 2.09 in the degree of freedom 97, there is a significant difference at the level of p <0.03 in the two post-test scores of both groups. Similarly, Table 5 demonstrates that the mean of pre-test scores and the standard deviation are 70.71 and 6.27, respectively, in the experimental group. These values are 75.39 and 8.74, respectively, at the post-test for the control group. Therefore, as the mean of the post-test in the experimental group is higher than that of the control group and taking the obtained t -0.93 in the degree of freedom of 63 into account, it is evident that there is a significant difference at the level of p <0.01 between the two pre-and post-test scores.
In addition, the average post-test scores and the standard deviation in the experimental group at the end of the course are 75.39 and 8.74, respectively. These values are 71.88 and 8.26, respectively, for the control group. As a result, since the mean of the post-test in the experimental group is higher than the mean of the control group and considering the t obtained 2.09 in the degree of freedom 97, we can say that there is a significant difference at the level of p <0.05 between the two post-test scores in the experimental and control groups.

Effective communication of nursing students is one of the essential pillars of the basic training of nurses. Thus, it deserves considerable attention. In this study, findings demonstrated that teaching nursing courses with a multimedia teaching method compared to the old one, the lecture method, exerts a greater influence on effective communication among nursing students. Consequently, it is suggested that medical science training centers use the multimedia method to improve their performance.

Cardiac surgery is an unpleasant and unfamiliar experience for patients that can affect hemodynamic parameters by psychological factors. Lecture and multimedia training can reduce the impact of these factors on the indicators.

This study aimed to determine and compare the effect of multimedia education and lecture on hemodynamic indices of patients candidates for open heart surgery.

This interventional randomized controlled trial study was conducted on 72 patients who were candidates for heart surgery in the selected military hospital in Isfahan, Iran, in 2020. The intervention, which was about all stages of heart surgery, was performed by the researcher in the multimedia training group by playing an educational video and in the other group by a lecture in a half-hour session on the day of hospitalization. In the control group, only routine training was given to patients. Hemodynamic symptoms were completed after entering the ward and one hour before entering the operating room. The collected data were entered into Spss24 software and analyzed using Chi-square or Fisher's exact tests, one-way ANOVA, paired t-test, and Scheffe's follow-up. The significant level was considered less than 0.05.

There was no significant difference in respiration rate, heart rate, and diastolic and systolic blood pressure before the intervention. After the intervention in multimedia and lecture groups, except for the respiratory factor (P=0.02), a significant decrease was observed in the other variables (P<0.05), and vice versa, a significant increase was observed in the control group (P<0.01).

Pre-surgery training can reduce the hemodynamic disturbance of coronary heart patients who are candidates for cardiac surgery. Research with larger sample size is recommended.