Effect of Modified Team Effect of Design (m-TED) and Lecture Teaching Methods on Student's Satisfaction and their Learning in Lorestan University of 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.