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:: Volume 8, Issue 6 (January-February 2016) ::
Educ Strategy Med Sci 2016, 8(6): 21-27 Back to browse issues page
Comparison the Students Satisfaction of Traditional and Integrated Teaching Method in Physiology Course
Keshavarzi Z.1, Akbari H.2, Forouzanian S. 3, Sharifian E.4
1- Physiology & PharmacologyDepartment, Faculty of Medicine, North Khorasan University of Medical Sciences, Bojnurd, Iran
2- English Language & Literature Department, Literature & Humanities Faculty, Ferdowsi University of Mashhad, Mashhad, Iran
3- Medical Department, Faculty of Medicine, North Khorasan University of Medical Sciences, Bojnurd, Iran , saeedfor20.1393@gmail.com
4- Physiology Department, Faculty of Medicine, North Khorasan University of Medical Sciences, Bojnurd, Iran
Abstract:   (5192 Views)

Aims: Different education methods play crucial roles to improve education quality and students’ satisfaction. In the recent years, medical education highly changes through new education methods. The aim of this study was to compare medical students’ satisfaction in traditional and integrated methods of teaching physiology course.

Instrument and Methods: In the descriptive analysis study, fifty 4th semester medical students of Bojnourd University of Medical Sciences were studied in 2015. The subjects were randomly selected based on availability. Data was collected by two researcher-made questionnaires; their validity and reliability were confirmed. Questionnaure 1 was completed by the students after presenting renal and endocrinology topics via traditional and integrated methods. Questionnaire 2 was only completed by the students after presenting the course via integrated method. Data was analyzed by SPSS 16 software using dependent T test.

Findings: Mean score of the students’ satisfaction in traditional method (24.80±3.48) was higher than integrated method (22.30±4.03; p<0.0001). In the integrated method, most of the students were agreed and completely agreed on telling stories from daily life (76%), sitting mode in the classroom (48%), an attribution of cell roles to the students (60%), showing movies and animations (76%), using models (84%), and using real animal parts (72%) during teaching, as well as expressing clinical items to enhance learning motivations (76%).

Conclusion: Favorable satisfaction of the students in traditional lecture method to understand the issues, as well as their acceptance of new and active methods of learning, show effectiveness and efficiency of traditional method and the requirement of its enhancement by the integrated methods. 

Keywords: Physiology, Teaching Methods, Models Educational, Learning
Full-Text [PDF 435 kb]   (1597 Downloads)    
Article Type: Original Research | Subject: New Methods of Teaching in Medical Sciences
Received: 2015/11/11 | Accepted: 2016/01/18 | Published: 2016/04/6
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Keshavarzi Z., Akbari H., Forouzanian S., Sharifian E.. Comparison the Students Satisfaction of Traditional and Integrated Teaching Method in Physiology Course. Educ Strategy Med Sci. 2016; 8 (6) :21-27
URL: http://edcbmj.ir/article-1-902-en.html


Volume 8, Issue 6 (January-February 2016) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
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