Document Type : Original Article
Authors
- . Masoumeh Sharifzadeh
- . Jila Agah 1
- . Ahmad Khosravi 2
- . Shahram Samadi 3
- . Seyd Javad Davari Sani 4
1 Department of Obstetrics and Gynecology, School of Medicine, Sabzevar University of Medical Sciences, Sabzevar, Iran
2 Center for Health Related Social and Behavioral Sciences, Shahroud University of Medical Sciences, Shahroud, Iran
3 Department of Anaesthesiology and Intensive Care, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran
4 .Student Research Committee Sabzevar School of Medicine, Sabzevar University of Medical Sciences, Sabzevar, Iran
Abstract
BACKGROUND: Lecture is a common teaching method, which is not considered efficient for the
development of critical and intellectual acquisition in the students of clinical courses. Although in
theory 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 medical
students (5th year) taking obstetrics and gynecology clinical courses at Sabzevar University of
medical sciences, Iran. The participants were selected via census sampling. Based on the Student’s
number and using the random number table, the students were randomly assigned to two groups
of interventions. The exclusion criteria were unwillingness to participate and absence for more than
two sessions. Initially, the similarity of obstetrics and gynecology knowledge in both groups was
confirmed based on a pretest (P > 0.05). A conventional lecture was performed for both groups. In
the intervention group (B), the researcher asked each student (32 persons) to provide a case/problem
from mentioned subjects outside the class concerning the given lecture and upload it to the lecturer’s
weblog to show commonalty. In the next session, the presented cases were initially discussed, and
another lecture was carried out. Finally, two methods were compared through identical theoretical
and practical exams and scored based on a Likert scale using a questionnaire. Data analysis was
performed 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 the
domains of perception, learning and memorizing of subjects, motivation, and communication with
the classmates and tutor (P = 010). Therefore, satisfaction was higher in the intervention group
compared to the control group (P = 0.001).
Conclusion: The training of pensive, creative, and active experts for the future of medicine requires
the combination of new collaborative methods with lectures, which are undoubtedly effective learning
techniques. According to the results, PBL and weblogs could be invaluable for the improvement of
students’ knowledge, as well as the relations between tutors and students.
Keywords
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