Do the New Methods of Teaching in Medical Education have Adequate Efficacy?: A Systematic Review

AUTHORS

Hossein Karimi Moonaghi 1 , Mostafa Rad 2 , * , Mahmoud Bakhshi 2

AUTHORS INFORMATION

1 PhD in Nursing, Associate Professor, Department of Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran, Iran

2 PhD Student, Department of PhD, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran, Iran

ARTICLE INFORMATION

Strides in Development of Medical Education: 10 (2); e60976
Published Online: August 31, 2013
Article Type: Research Article
Received: August 28, 2017
Accepted: July 07, 2013

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Abstract

Background & Objective: Introduction of modern methods of teaching has created challenges in education, especially in medical education. Each of these methods has an application, several advantages and disadvantages, and a position. The aim of this review was to examine the effectiveness of teaching methods in medical education.

Methods: This was a systematic review. SID, Magiran, IranMedex, IRANDOC, SCOPUS, Web of Science, and published Iranian magazines were searched by two people manually with the keywords teaching, learning, and medical sciences. They searched and selected articles by applying the quality criteria and research methodology. 32 interventional studies (experimental and semi-experimental) were selected. Sensitivity analysis was performed in respect to sample size, study design, and the impact of the intervention. Synthesis of articles’ quality and sensitivity analysis were performed.

Results: Increased learning, satisfaction, interactions between learners, data retention, increase collaboration, receive feedback and ideas via group discussion, and themes such as professional communication skills, discover solutions, scientific knowledge, increase learning and student satisfaction popularity and acceptance skills, meditation and reflection on the problem, considering various solutions and choosing the best solution, a positive vision of their increase, rising inner motivation, creating interest in learning, enjoyment of learning, developing critical thinking, study skills, higher satisfaction, improving teaching quality, durability, and increased efficiency in learning resulted from problem solving techniques, metacognition packages, and concept mapping.

Conclusion: The new methods of teaching that consist of problem solving techniques, group discussion, concept mapping, and metacognition packages increase learning, student satisfaction, student participation, and the durability of learning.

Keywords

Teaching models Teaching methods Problem solving method Discussion Meta cognition packs Concepts map method

© 2013, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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