Volume 5, Issue 4 (3-2018)
2018, 5(4): 29-38 |
Back to browse issues page
1- School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
Abstract: (6213 Views)
Background & Aim: Problem-based learning (PBL) is utilized extensively within contemporary medical education. The aim of this study was to determine the effect of PBL on knowledge acquirement of undergraduate anesthesiology students' taking the emergency medicine course; and to compare it with lecturing method and slide presentation.
Methods: This is a quasi-experimental, two group pretest-posttest designs conducted on 68 undergraduate anesthesiology students of Mashhad Islamic Azad University. The students were allocated randomly in two groups. Similar content of emergency medicine was taught to both the groups. The case group was taught using problem-based learning, while the control group was taught by lecturing with slide presentation. Data analysis was done using t-test and descriptive statistics by SPSS 20 software.
Results: this study included 68 students comprising 54 (79.4%) and 14 (20.6%) males and females, respectively. There were no significant differences in demographic parameters between the two groups. The mean of pre-test scores of the two settings did not indicate any meaningful distinction (p=0.62), while the averages of post-test scores were significantly higher in the treatment group (P<0.0001).
Conclusion: Teaching emergency medicine using problem-based learning was more successful than lecturing with slide presentation method for enhancing students' knowledge; therefore this method is recommended for anesthesiology students.
Methods: This is a quasi-experimental, two group pretest-posttest designs conducted on 68 undergraduate anesthesiology students of Mashhad Islamic Azad University. The students were allocated randomly in two groups. Similar content of emergency medicine was taught to both the groups. The case group was taught using problem-based learning, while the control group was taught by lecturing with slide presentation. Data analysis was done using t-test and descriptive statistics by SPSS 20 software.
Results: this study included 68 students comprising 54 (79.4%) and 14 (20.6%) males and females, respectively. There were no significant differences in demographic parameters between the two groups. The mean of pre-test scores of the two settings did not indicate any meaningful distinction (p=0.62), while the averages of post-test scores were significantly higher in the treatment group (P<0.0001).
Conclusion: Teaching emergency medicine using problem-based learning was more successful than lecturing with slide presentation method for enhancing students' knowledge; therefore this method is recommended for anesthesiology students.
Type of Study: Research |
Subject:
Special
Received: 2017/12/7 | Accepted: 2018/02/15 | Published: 2018/04/12
Received: 2017/12/7 | Accepted: 2018/02/15 | Published: 2018/04/12
| Rights and permissions | |
 | This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |