Author/Authors :
Khaki, Amir Afshin tabriz university of medical sciences - Faculty of Medicine - Department of Anatomical Sciences, تبريز, ايران , Tubbs, R Shane University of Alabama - Children s Hospital - Section of Pediatric Neurosurgery, USA , Zarrintan, Sina tabriz university of medical sciences - Faculty of Medicine - Student Research Centre, تبريز, ايران , Jabbari Khamnei, Hossein university of tabriz - Faculty of Mathematical Sciences - Department of Statistics, تبريز, ايران , Mohajel Shoja, Mohammadali tabriz university of medical sciences - Faculty of Medicine - Department of Anatomy and Neurosurgery, تبريز, ايران , Sadeghi, Hosna tabriz university of medical sciences - Faculty of Medicine - Student Research Centre, تبريز, ايران , Ahmadi, Mona tabriz university of medical sciences - Faculty of Medicine - Student Research Centre, تبريز, ايران
Abstract :
Problem-based learning (PBL) is still a controversial teaching method. A study of the effectiveness of PBL compared to traditional teaching in gross anatomy courses of first year medical students was evaluated by comparing the examination performances and student s responses to the questionnaires. It was hypothesised that the PBL method would result in improved scores and satisfaction for students. A total of 89 first year medical students at Tabriz Medical University, Iran were taught gross anatomy with traditional teaching for one half of a semester and PBL for the other one half. Examination scores from both methods and an assessment of completed questionnaires were evaluated by the present study. The PBL method resulted in better examination scores than did traditional teaching for the same students. Students were more satisfied with PBL and believed that this method increased their problem solving abilities. Our study found that PBL was more successful than traditional teaching of gross anatomy.
Keywords :
anatomy, methods, instruction , medical student
