[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
:: Volume 8, Issue 2 (Military Caring Sciences 2021) ::
MCS 2021, 8(2): 139-147 Back to browse issues page
Compare the Effect of Teaching through Lecture and Debates on Learning and Satisfaction of Nursing Students
Zohreh Sohrabi *1, Shahla Aliyari2, Hakimeh Hazrati3, Mahmoud Mansouri4, Hengameh Habibi5
1- Ph.D. in Management, Associate Professor, Center for Educational Research in Medical Sciences (CERMS), Medical Education Department, Faculty of Medical, Iran University of Medical Sciences, Tehran, Iran.
2- Ph.D. in Curriculum Studies, Associate Professor, Maternal Newborn Health Department, Faculty of Nursing, Aja University of Medical Sciences, Tehran, Iran.
3- Ph.D. Student Medical Education, Center for Educational Research in Medical Sciences (CERMS), Medical Education Department, Faculty of Medical, Iran University of Medical Sciences, Tehran, Iran.
4- MSc in Medical Education, Center for Educational Research in Medical Sciences (CERMS), Medical Education Department, Faculty of Medical, Iran University of Medical Sciences, Tehran, Iran.
5- MSc in Nursing, Instructor, Pediatric Department, Faculty of Nursing, Aja University of Medical Sciences, Tehran, Iran.
Abstract:   (73 Views)
Introduction: Teaching is very important in the educational system of medical universities. Improving the quality of education of medical students is not possible without changes in teaching techniques. So training can be very effective while using different teaching and learning methods.
Objective: The present study was conducted to compare the effect of teaching through lectures and debates on the learning and satisfaction of nursing students.
Material and Methods: This study is a quasi-experimental study that was performed on 2 groups of nursing students in a maternal health lessons at Aja University. Sampling was performed by the census. The lecture method was performed in the control group and debate was applied for the test group. The student satisfaction questionnaire was used. Students’ scores at the end of the semester were an indicator of students’ learning in both methods. Finally, the data were analyzed using SPSS software version 16.
Results: The findings showed that there was no significant difference between the final scores and satisfaction in two groups (P > 0.05). There were significant difference between satisfaction, ease of receiving answers to questions, spending energy to participate in this method and motivating to the educational method items on two groups.
Discussion and Conclusion: In this study, debate method did not improve students’ grades. It is suggested that this teaching method be used in the postgraduate courses of Aja Nursing School.
 
Keywords: Learning, Lecture, Satisfaction, Student
Full-Text [PDF 448 kb]   (29 Downloads)    
Type of Study: Research | Subject: Nursing education
Received: 2021/05/16 | Accepted: 2021/06/1 | Published: 2021/11/1
References
1. Hmelo-Silver CE. Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review. 2004; 16(3): 235-66. [DOI]
2. Khalifehzadeh-Esfahani A, Moeini Z, Golshahi J. The effect of e-learning and lecture education on critical care nurses' performance about cardiovascular medication. Iranian Journal of Cardiovascular Nursing. 2018; 7(2): 14-21.http://journal.icns.org.ir/article-1-524-en.html. (Persian)
3. Pakpour V, Mehrdad N, Salimi S, Moghadam M. Nursing student satisfaction from Iran university of medical sciences clinical learning environment. Educational development of jundishapur. 2016; 6(4): 356-363. Available from: https://www.sid.ir/en/journal/ViewPaper.aspx?id=530453.
4. Sudarso S, Rahayu GR, Suhoyo Y. How does feedback in mini-CEX affect students' learning response? Int J Med Educ. 2016; 7: 407-13. [DOI] [PubMed]
5. Mohebi S, Gharlipoor Z, Rahbar A, Rajati F, Matlabi M. Evaluation of the effect of application of team-based learning method on learning and satisfaction of public health students in the health education and communication course. Qom Univ Med Sci J. 2018; 12(7): 60-8. [DOI]
6. Galway LP, Corbett KK, Takaro TK, Tairyan K, Frank E. A novel integration of online and flipped classroom instructional models in public health higher education. BMC Med Educ. 2014;14:181. [DOI] [PubMed]
7. Mousaai Fard M, Amini K. Comparison of two teaching methods (Lecturing and PBL) from the point of zanjan medical university nursing student view. Journal of Medical Education Development. 2010; 2(3): 60-8.
8. Amanat D, Momeni Danaei S, Amanat N. Evaluation of the students' attitude and satisfaction of educational situation in shiraz dental school. Journal of Dentistry. 2009; 10(4): 356-60.
9. Ameliana I. Teacher-Centered or Student-Centered learning approach to promote learning? Jurnal Sosial Humaniora. 2017; 10(2): 59. [DOI]
10. Schaefer SM, Dominguez M, Moeller JJ. The future of the lecture in neurology education. Semin Neurol. 2018; 38(4): 418-27. [DOI] [PubMed]
11. Kaur G. Study and analysis of lecture model of teaching. International Journal of Educational Planning & Administration. 2011; 1(1): 9-13.
12. Schwartzstein RM, Roberts DH. Saying goodbye to lectures in medical school - paradigm shift or passing fad? N Engl J Med. 2017; 377(7): 605-7. [DOI] [PubMed]
13. Chilwant KS. Comparison of two teaching methods, structured interactive lectures and conventional lectures. Biomedical Research. 2012; 23(3): 363-6.
14. Wolff M, Wagner MJ, Poznanski S, Schiller J, Santen S. Not another boring lecture: Engaging learners with active learning techniques. J Emerg Med. 2015; 48(1): 85-93. [DOI] [PubMed]
15. Padugupati S, Joshi KP, Yamini D, Chary RS, Sarma DV. Educational outcomes of small group discussion versus traditional lecture among first year undergraduate medical students. Journal of Education Technology in Health Sciences. 2017; 4(3): 93-6.
16. VeisKarami HA, Garavand H, NaserianHjiabadi H, Afsharizadeh SE, Montazeri R, Mohammadzade Ghasr A. A comparative study of functions of thinking style and self-directed learning among nursing and midwifery students in mashhad. Research in Medical Education. 2012;4(2):53-62. [DOI]
17. Haghani F, Bakhtiari S, Ghaedi heidari F. Effect of game based teaching on satisfaction and learning of midwifery students in social psychology course. Education & Ethic In Nursing. 2018; 7(1): 375-82.
18. Mohammad N, Zohre M, Hassanali BN, Kamal NH. Debate learning method and its implications for the formal education system. Educational Research and Reviews. 2016; 11(6): 211-8. [DOI]
19. Khoobi M, Mohamadi N, Parvizi S, Haghani H, Izadibidani F. A comparison of nursing students' satisfaction in compact disc-based education vs. Traditional education. Iranian journal of medical education. 2015; 15: 89-97. URL: http://ijme.mui.ac.ir/article-1-3493-en.html.
20. Neville AJ. Problem-based learning and medical education forty years on. A review of its effects on knowledge and clinical performance. Med Princ Pract. 2009; 18(1): 1-9. [DOI] [PubMed]
21. Romm I, Gordon-Messer S, Kosinski-Collins M. Educating young educators: A pedagogical internship for undergraduate teaching assistants. CBE Life Sci Educ. 2010; 9(2): 80-6. [DOI] [PubMed]
22. Lake DA. Student performance and perceptions of a lecture-based course compared with the same course utilizing group discussion. Phys Ther. 2001; 81(3): 896-902. [PubMed]
23. Omelicheva MY, Avdeyeva O. Teaching with Lecture or Debate? Testing the effectiveness of traditional versus Active learning methods of instruction. PS: Political Science & Politics. 2008; 41(03): 603-7. [DOI]
24. Hekmatpou D, Seraji M, Ghaderi T, Ghahremani M, Naderi M. Comparison of group discussion and lecture method in students' learning and satisfaction of life instructions unit. Qom University of Medical Sciences Journal. 2013; 7(2): 10-6. URL: http://journal.muq.ac.ir/article-1-251-en.html.
25. Baghcheghi N, Kouhestani H, Rezaei K. Comparison of the effect of teaching through lecture and group discussion on nursing students' communication skills with patients. Iranian Journal of Medical Education. 2010; 10(3). URL: http://ijme.mui.ac.ir/article-1-1307-en.html.
26. Danaei SM, Zarshenas L, Oshagh M, Khoda SM. Which method of teaching would be better; Cooperative or lecture?. Iranian journal of medical education. 2011; 11(1). URL: http://ijme.mui.ac.ir/article-1-842-en.html.
27. Safari M, Yazdanpanah B, Ghafarian HR, Yazdanpanah S. Comparing the effect of lecture and discussion methods on studentslearning and satisfaction. Iranian Journal of Medical Education. 2006; 6(1): 59-64.
Send email to the article author

Add your comments about this article
Your username or Email:

CAPTCHA

Research code: 96-02-133-30933
Ethics code: IR.IUMS.REC.1396.31374


XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Sohrabi Z, Aliyari S, Hazrati H, Mansouri M, Habibi H. Compare the Effect of Teaching through Lecture and Debates on Learning and Satisfaction of Nursing Students. MCS. 2021; 8 (2) :139-147
URL: http://mcs.ajaums.ac.ir/article-1-464-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 8, Issue 2 (Military Caring Sciences 2021) Back to browse issues page
مجله علوم مراقبتی نظامی Military Caring Sciences Journal
Persian site map - English site map - Created in 0.04 seconds with 30 queries by YEKTAWEB 4355