The Comparison betweem Lecturing and Role Playing Teaching Styles in Organizational Behavior Course: A Study in Tehran University of Medical Sciences

Educational system of any country should establish the appropriate status for the development of learners and flourish all attitudes of people to learn and educated. Therefore, this research was aimed to compare role playing and lecturing teaching styles through organizational behaviour among health care management students.

This was a interventional-analytical research. The research population was all third year students of health care management in school of Allied Medical Sciences, Tehran University of Medical Sciences in 150 persons who were conducted organizational behaviour lesson while doing this research, divided into 25 students in each test and control groups. The required data collected using active learning, Students satisfaction questionnaires of lecturing and role playing teaching styles, and two types of checklists including standard manager and scenarios assessment and analysed by SPSS software for presentation of percent, average, and standard deviation as descriptive results, and Kolmogrov-Smirnov to determine data normalization, two sample T-Test and Mann-Whitney as analytical results.

There were significant correlation between role playing teaching style and active learning (P<0.001), rate of students’ satisfaction (P<0.001), and the average grade of students’ course (P<0.001). Thus, the average grade of role playing students group was more than lecturing group at the final exam of organizational behaviour course. Also, the satisfaction rate of role playing students group and their rate of active learning were more than lecturing group.

Considering with increased average of course score, students’ satisfaction and rate of active learning, it is recommended to use this teaching style for medical sciences different courses.