مقايسه دو روش سخنراني و يادگيري بر اساس حل مساله در آموزش آناتومي اندام به دانشجويان پزشكي سال اول‌

Comparing Lecture and Problem-based Learning Methods in Teaching Limb Anatomy to First Year Medical Students

roblem-based learning has replaced traditional teaching in most universities around the world but still there are many challenges in replacing traditional methods by this new method of learning. Two methods of lecture and problem-based learning (PBL) for teaching anatomy to junior medical students are compared in this study. Methods: Forty students of Artesh University of Medical Sciences, who entered university in 2005, were divided into tvvo groups randomly. Groups ~vere matched based on their Diploma average score, the raw score achieved in entrance exam, and the average score oftheir previous term. Then, limb anatomy vvas taught to both groups during two semesters, one group was taught through traditional method and the other through problem-hased learning method. The headings of the lesson were the same [or the two groups. Student", were evaluated through a pre-test at the beginning ofthe semester and a post-test which was held at the end ofthe semester. Their viewpoints were also asked at the same time with post-test. Data vvas analyzed by SPSS software using independent T-test and paired T-test. Results: Post-test scores in both groups Hʹere higher than the pre-test scores significan tly. The mean difference for correct answers to judgment questions in post-test Hʹas higher significantly in PBL group compared with the traditional group. PBL group students were more satisfied with their teaching method Studentsʹ viewpoints in PBL group concerning three domains ofdeveloping a sense ofparticipation, encouraging students to study more and teacherʹs teaching abilities, earned higher scores compared to the traditional group. Conclusion: Students are encouraged to reflect more, and avoid memorizing the material in PBL method. Moreover, this method motivates students to study more by encouraging them into more group interaction.