. Masoumeh Sharifzadeh; . Jila Agah; . Ahmad Khosravi; . Shahram Samadi; . Seyd Javad Davari Sani
Volume 11, Issue 5 , June 2021, , Pages 1-6
Abstract
BACKGROUND: Lecture is a common teaching method, which is not considered efficient for thedevelopment of critical and intellectual acquisition in the students of clinical courses. Although ...
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BACKGROUND: Lecture is a common teaching method, which is not considered efficient for thedevelopment of critical and intellectual acquisition in the students of clinical courses. Although intheory combined methods are known acceptable, in practice, they are not commonly applicable.The present study aimed to compare the combination of problem‑based learning (PBL), weblogs,and lectures with lecture alone to achieve an advantageous teaching method for clinical courses.MATERIALS AND METHODS: This quasi‑experimental study was conducted on 63 medicalstudents (5th year) taking obstetrics and gynecology clinical courses at Sabzevar University ofmedical sciences, Iran. The participants were selected via census sampling. Based on the Student’snumber and using the random number table, the students were randomly assigned to two groupsof interventions. The exclusion criteria were unwillingness to participate and absence for more thantwo sessions. Initially, the similarity of obstetrics and gynecology knowledge in both groups wasconfirmed based on a pretest (P > 0.05). A conventional lecture was performed for both groups. Inthe intervention group (B), the researcher asked each student (32 persons) to provide a case/problemfrom mentioned subjects outside the class concerning the given lecture and upload it to the lecturer’sweblog to show commonalty. In the next session, the presented cases were initially discussed, andanother lecture was carried out. Finally, two methods were compared through identical theoreticaland practical exams and scored based on a Likert scale using a questionnaire. Data analysis wasperformed in SPSS 19 using t‑test and Chi‑square at the significance level of P < 0.05.Results: Group B achieved higher grades in the scientific exams (P < 0.001), especially in thedomains of perception, learning and memorizing of subjects, motivation, and communication withthe classmates and tutor (P = 010). Therefore, satisfaction was higher in the intervention groupcompared to the control group (P = 0.001).Conclusion: The training of pensive, creative, and active experts for the future of medicine requiresthe combination of new collaborative methods with lectures, which are undoubtedly effective learningtechniques. According to the results, PBL and weblogs could be invaluable for the improvement ofstudents’ knowledge, as well as the relations between tutors and students.