جستجوی مقالات مرتبط با کلیدواژه « teaching methods » در نشریات گروه « پزشکی »

Two common teaching methods, the lecture and concept map method, focus on understanding how people learn effectively. The concept of learning styles pertains to the different ways that individuals prefer to learn. This study compares the effectiveness of lecture and concept map methods on student learning outcomes, considering the influence of learning styles (visual, auditory, read/write, kinesthetic).

This randomized controlled trial with 78 public health students compared the effectiveness of concept mapping and traditional lecture methods. The VARK questionnaire was used to assess participants' learning styles. The intervention group received concept mapping instruction, while the control group received traditional lecture instruction. Data analysis was performed using SPSS software.

The concept map method employed in the intervention group had a statistically significant effect on the learning of students with visual learning styles (p = 0.036). The mean learning style scores for the intervention group in the visual learning style increased from 45.2 to 51.3, while the mean scores for the control group increased from 44.8 to 46.1. No statistically significant differences were reported between the two groups in the other three learning styles (auditory, read/write, kinesthetic).

Concept mapping is an effective teaching strategy with visual learning styles. Educators can use concept mapping to enhance deep learning experiences with different learning styles. The VARK model can be used to assess students' learning styles and guide instructional decisions. To create an inclusive and effective learning environment, educators should use a variety of teaching strategies and regularly assess students' learning styles.

Nowadays, Clinical courses are meticulously structured to give students essential opportunities to elevate their professional qualifications, so that the patients’ safety is protected and their conditions improve. Given the many challenges in the clinical environment of the operating room, this study was conducted to compare the impact of team-based and task-based learning methods in the clinical settings on the perceived competence of surgery and the quality of training from the operating room nursing students’ point of view∙ This quasi-experimental study was conducted on fifty 5th semester operating room technology students at Hamadan University of Medical Sciences in 2023. In this study, studentswere selected using the convenience sampling method and placed in two educational groups (team-based and task-based) of 25 subjects using the matching method. After implementing thetraining process in the operating room setting, the data related to the study were collected using the valid questionnaires of perceived competence in surgery (Cronbach’s alpha=0.86) andquality of education (Cronbach’s alpha=0.94). Also, the data analysis was conducted at the descriptive and inferential (included independent t-test and analysis of covariance) statistics level using SPSS version 16 software. Findings showed that the mean clinical training quality score was significantly higher in the team-based learning group than in the other group (P=0.014). Also, after the medianintervention, the perceived competence score of surgery was higher in the task-based learning group than in the team-based group, and the difference in the average change of the competence score between the two groups was statistically significant (P<0.001). Based on the results, it is suggested that a task-based learning method should be used for the clinical instructors to increase level of the perceived competence of the surgery among operating roon nursing students.

Given electrocardiogram (ECG) interpretation as one of the diagnostical challenges for medical students and health professionals, this research was carried out to present an experience of web-based teaching method and novel approaches used for training of ECG interpretation.

This online program was conducted in three days. The main content of the class was taught during one hour, and after that, the teacher spent enough time for responding the asked questions. The components of a normal ECG and different changes that can occur in these waves were taught through clinical case-based scenarios using the web platform and Adobe Connect software. The participants' satisfaction was assessed with a 12-item questionnaire, and the short-term retention of ECG interpretation skill was examined by comparing the posttest scores with pretest.

A total of 224 individuals completed the course. Total satisfaction score was 53.05±6.98 (out of the maximum score of 60). Based on the results of the paired t test, the interpretation skill scores of the participants increased significantly from 2.5 ± 1.57 to 6.96 ± 1.89. (p<0.001, CI = -4.8 to- 4.11).

This web-based nationwide training program provided a supplementary resource for ECG learning among medical students and health-care providers.

Pharmacology is one of the crucial subjects of medical courses because drugs are the basis of disease treatment. A basic drug description is needed to optimize benefits and reduce side effects. Therefore, proper education for medical students is necessary.

This scoping review aims to investigate the methods, ideas, and recommendations for educating undergraduate medical students in pharmacology.

To achieve the purpose of the study, related studies in English and Persian were reviewed within 2010 to 2022. A comprehensive systematic literature search was carried out in PubMed, Web of Science, SCOPUS, Google Scholar, and ProQuest databases to conduct this review. Two independent reviewers evaluated the retrieved publications and extracted the data using the Joanna Briggs Institute’s standardized tools. Primary study findings were read and reread to identify teaching methods used in the studies for undergraduate medical students. The extracted findings were categorized based on their similarity.

A total of 56 studies were included in this scoping review. More than 70% of articles have been performed in India. The results were presented according to the teaching methods used in educating: team-based learning, computer-assisted learning, the autobiography of medicines, role-play, integrated education, case-based learning, problem-based learning, student-led objective tutorials, e-learning module, museum, pre-lecture, concept mapping, crossword puzzles, game, flipped classroom, and mixed methods.

This review provided a new vision about the methods of pharmacology education that have been used worldwide. The information obtained can be used to revise traditional teaching methods of pharmacology in medical schools.

 This study aimed to determine the effect of multimedia-based and traditional teaching methods on the quality of dental student preparation by evaluating its smoothness, occlusal reduction, and the presence of undercut in the pre-clinic period.

 This study was conducted on 60 pre-clinical dental students, who were divided into two groups of A and B. Group A was trained through Multimedia-based teaching methods, including PowerPoint, instructor demonstration, and procedural videos, and group B was trained by traditional education methods, which only included instructor demonstration. The computer-aided design (CAD) system was used to evaluate the preparation factors of smoothness, presence of undercuts, and occlusal reduction on the second premolar and first molar teeth.

 A significant difference was found between the frequency of smoothness in two education groups for teeth 5 and 6 (P = 0.026, P = 0.022). However, there was no significant difference between the frequency distribution of occlusal reduction in the two education groups (P = 0.383 and 0.168, for teeth 5 and 6, respectively) and was no significant difference between the undercut frequency in the two education groups (P = 0.365 and 0.078 for teeth 5 and 6, respectively).

 Based on the results, multimedia-based education can effectively promote two challenging preparation factors, including occlusal reduction and smoothness among pre-clinical students.

Hypertension (HTN) has become the costliest public health problem. After performing educational interventions, blood pressure (BP) of patients with this disease can be significantly reduced. The adaptation of the educational method to the individual learning style can be more effective on the patients' learning and thus better control of their BP with better educational effectiveness. The aim of this study was to compareeducating based on visual, aural, reading/writing, and kinesthetic (VARK) learning style versus lecture method on BP level of patients with primary HTN.

This study wasa semi-experimental and pretest-posttest study conducted on patients with primary HTN referred to the comprehensive health service centers in Bandar Abbas, Iran, from January 2019 to December 2019. 88 patients were selected by convenience sampling method and divided into two groups of education based on VARK learning style and lecture. The training sessions were presented for the members of education based on VARK learning style group based on their learning style and as a presentation for lecture group. Patients' BP was measured before and after the intervention as a measure of the effectiveness of training on patients' learning. Data analysis was done by SPSS statistical software and using descriptive indices, chi-square test, t-test, Mann-Whitney, pairedt, and Wilcoxon test.

Before the intervention, there was no significant difference between the average systolic BP (SBP) and diastolic BP (DBP) of the two groups (P<0.05). After the intervention, the difference between the average SBP and DBP before and after the intervention between the two groups was not significant (P >0.05).

Education based on VARK learning style does not have more effect in reducingSBP and DBP of patients than lecture method.

Video‑based teaching has become rapidly popular during the coronavirus disease 2019 (COVID‑19) pandemic. The current study aimed to assess the efficacy of a hybrid video‑based teaching module of oxygen therapy and critical care troubleshooting in nursing professionals managing COVID‑19 patients in our institute.

A retrospective analytical study (pretest and posttest design) was conducted in our medical education department in March 2022 using the data from a workshop conducted on oxygen therapy and critical care area troubleshooting during COVID‑19 patient management for 296 nursing professionals. A hybrid video‑based teaching module was used. Pretest and posttest data were compared along with subgroup analysis. P value <0.05 was considered significant.

Posttest scores were significantly higher than the baseline scores in the overall group as well as in all subgroups (P < 0.001). Subgroup comparisons revealed no significant difference in mean baseline pretest and posttest scores in male versus female participants. Baseline pretest scores (P = 0.02) and posttest scores (P = 0.08) were lower in the nurses of the noncritical areas compared to critical area nurses. Mean improvement in posttest score compared to baseline score was similar between all groups.

Hybrid technique involving both video aspects and in‑person teacher presence for demonstration or troubleshooting improves perceived knowledge in nursing professionals with some prior formal training and may be superior to the conventional only didactic/lecture‑based demonstrations, especially in the context of imparting rapid training during pandemics or similar urgent situations.

The small group teaching (SGT) is gaining popularity in medical education since it improves the student’s thinking capacity and aids knowledge retention. Several studies have been conducted to analyze students’ attitudes regarding SGT. Faculty, on the other hand, have mixed perception about SGT methodology. Therefore, the main objective of this study was to explore medical faculties’ perceptions of SGT effectiveness in the medical curriculum.

Across‑sectional, descriptive survey was conducted among 50 medical college teachers. We have developed set of 12 questionnaires to assess the perception of teachers on SGT methods. Content validation of the survey questionnaire was done by Lawshe method, and Cronbach’s alpha was calculated for estimating the internal consistency. Teacher’s perception responses were presented as proportion and percentage. We performed principal component analysis, structural equation modelling, Chi‑squared test (χ2 /df), goodness‑of‑fit index (GFI), adjusted GFI, comparative fit index, and root mean square error of approximation.

The validation resulted in the 12 items model indicated superior goodness of fit for sample data. All the extracted factors had good internal consistency of >0.9. Majority of the teachers strongly agreed that the SGT method enhances the student intrinsic motivation (n = 42, 84%), self‑confidence (n = 40, 80%) self‑directed learning (n = 35, 70%), and student teacher interaction (n = 38, 76%).

Teaching faculties’ perception reflected that SGT is an effective method to impart knowledge to the students and also helps in improving their understanding of their subject. It helps in developing intrinsic motivation to do self‑learning in the students. It also helps in developing good peer interaction and improves the communication skills.

The use of social media (SM) in health profession education has been shown to be beneficial for the promotion of student collaboration and enhancement of learning. However, this is an evolving area where comparative studies are lacking, and further research is needed to determine the best ways to use SM in medical schools and identify the outcomes.

This study aimed to consider SM application-based discussion groups as a method of using SM in medical education to assess the effect on students’ examination grades and students’ attitudes toward it.

In this quasi-experimental study, 182 fourth-year medical students taking the orthopedics and traumatology course were divided into two groups. In the study group (n = 78), SM-based discussion was adopted as a supplementary learning tool. No additional teaching methods were used in the control group (n = 104). The final grades of the students from the two groups were analyzed, together with the data collected from an online questionnaire completed by the students in the study group.

There was no statistically significant effect of using online discussions on the improvement of examination grades. However, 89.87% of the students felt that SM-based discussionsmotivated them to learn and enhanced their learning; nevertheless, 77.01% of the students believed that it is easier to ask questions in the forum than during outpatient clinics and clinical rounds, and lectures. The rates of students who agreed that this method was a helpful feedback and revision tool were 83.55% and 91.65%, respectively.

WhatsApp and Telegram discussion groups represent a promising way to utilize SM in medical education as they promote students’ connection and learning. The SM applications could also provide valuable feedback and are regarded as revision tools. Nevertheless, there was no significant association between the implementation of this academic activity and better examination grades.

The current pandemic associated with SARS‑CoV‑2 has negatively influenced several activities, including teaching in Operative Dentistry. The aim of this study was to evaluate the influence of knowledge in Operative Dentistry on undergraduate students’ perception related to personal life and return to clinical practices classes during pandemic.

The present research was a cross‑sectional, observational, and qualitative survey. The 16‑item based questionnaire was sent to undergraduate students in 2020, which were divided into two groups, according to the Operative Dentistry knowledge: G1‑not started clinical practice; G2‑already started or completed clinical practice. Questions were focused on the impact of the pandemic in relation to their personal lives and return to clinical practice classes. Chi‑square association test was performed using the SigmaPlot 12.0 software (P ≤ 0.05).

The response rate was 55.5% for G1 and 44.4% for G2. Regarding the questions related to personal life, G1 demonstrated higher percentages of fear of contracting the virus during theoretical classes. Same observations were found when students answered about their fear of contracting coronavirus during the clinical practice classes. However, G2 presented the highest agreement responses for the preparedness feeling to return to theoretical classroom, clinical practice classes, and the possibility of applying online learning.

In general, students’ knowledge had little influence on perception of personal life. However, students who have more knowledge in operative dentistry presented more security about returning to clinical classes.

Hypertension is one of the leading causes of death in the world. Some more effective management of this disease can be achieved by making changes in the lifestyles of patients by self-care education. It is important to use new educational methods to better influence education on people's learning. Therefore, the aim of this study was to investigate the effect of using educational tools appropriate to learning style during self-care training on the lifestyle of hypertensive patients.

This quasi-experimental study was performed on 44 patients with hypertension who were divided into four groups of visual, auditory, reading/writing and kinesthetic based on their answers to the VARK learning style questionnaire. Patients' self-care training was conducted in the form of four 60-minute sessions based on the learning style of each group. Before and two months after the intervention, the LSQ lifestyle questionnaire was completed by all patients, and finally, data were analyzed using SPSS ver.21.

According to the results of the present study, the mean score of lifestyle dimensions of all research units at all stages of lifestyle increased significantly after the educational intervention compared to before the intervention, (p< 0.001). Also, the increase in the mean of the total lifestyle score after the intervention compared to the time before it was statistically significant (p<0.001).

Considering the favorable effect of self-care education based on learning style in promoting patients' lifestyle, this educational method can be used as a cheap and practical method in changing the behavior of hypertensive patients.

Postgraduate medical curriculum is usually devoted to developing competencies in the specialty concerned, patient care, and submitting dissertations. The need to impart teaching skills during postgraduation has gone unnoticed, hence Ramachandra Annual Postgraduate Teaching Skills (RAPTS), a teaching skills workshop, was conceptualized and implemented as postgraduate students serve as tutors/residents in the department to teach undergraduate medical students. This study is aimed to evaluate the effectiveness of the teaching skills workshop for postgraduates.

One hundred and seventy‑eight postgraduate students of pre‑ and paraclinical department underwent the training in medical education principles and participated in the feedback. RAPTS Workshop was implemented as per the six‑step approach. The learning was evaluated through a pre‑ and posttest scores. Student feedback was also obtained on the process overall objectives and contents of the workshop. Force‑field analysis was performed.

There was a significant learning by the postgraduates on various medical education principles as evidenced by significant improvement in the posttest scores (P < 0.05). Feedback regarding the general aspects of the workshop showed that 92% of the participants felt that the contents of the workshop suited their learning. Eighty‑four percent of the participants opined that the presentations of the sessions were good and 91% felt that time management was good. Force‑field analysis indicated that the factors favoring teaching skills workshop were higher.

This study has highlighted the importance of including teaching methodology training in the postgraduate curriculum that helps in grooming the future teachers in the right direction, in the right time. Competencies related to teaching skills based on medical education principles can be included in the postgraduate curriculum.

Among the COVID crisis, medical education is forced to shift to the virtual mode, for which neither the students nor the teachers are prepared. Currently, we replaced traditional classroom teaching (CT) by live online classes (LOC), power‑point presentations with voiceovers (UPV), or only power point presentations (UP). Uncertainty of this situation necessitates analysis of the experiences of its stakeholders to improve the implemented online teaching methodologies in coming time. The present study aims to analyze and compare the effectiveness of online teaching methodologies among themselves and against traditional CT.

A cross‑sectional, survey based, observational study was conducted on 250 MBBS first year students after 1 month of implementation of online teaching program. Responses were collected on Likert scaling from 1 to 5, and data were analyzed using the Kruskal– Wallis H‑test, ANOVA with multiple comparisons post hoc Turkey test, and an independent t‑test.

The students perceived that the understanding, convenience for attending class, notes‑taking, visibility, audibility, raising queries and overall experience was best in traditional setup. The understanding of the topic and overall experience of the students was not affected by gender. Internet connectivity problem popped up as the major issue that adversely affected the online teaching experience.

Majority of students perceived that the traditional CT is best, but at the same time, they felt that a combination of live online classes and power point presentations with voice over can replace the traditional online classes.