Comparison between the Effect of Teaching through Student-Based Group Discussion and Lecture on Learning in Medical Students

AUTHORS

Manoochehr Mahram 1 , * , Behrooz Mahram 1 , Seyyed Nouroddin Mousavinasab 1

1 Iran

How to Cite: Mahram M, Mahram B , Mousavinasab S N . Comparison between the Effect of Teaching through Student-Based Group Discussion and Lecture on Learning in Medical Students, Strides Dev Med Educ. 2009 ; 5(2):e58699.

ARTICLE INFORMATION

Strides in Development of Medical Education: 5 (2); e58699
Published Online: January 20, 2009
Article Type: Research Article
Received: July 25, 2017
Accepted: September 23, 2008

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Abstract

Background & Objective: It has been years that the traditional method of lecture is used for
teaching and both teachers and students are unsatisfied with this method’s tediousness and low
efficacy. According to low experience in teaching theoretical clinical courses via student-based
group discussion in small groups, this study was performed to compare learning resulted from the
aforementioned method and lecture.
Methods In this semi-experimental study, lecture and group discussion in small groups (6 to 8
members) were tested in theoretical course of pediatrics in four series of students in Zanjan School
of Medicine. Some topics were taught using lecture while others were taught using student-based
group discussion. At the end of all classes, quizzes were given to the students; the results from these
quizzes and final exams were compared in both teaching methods.
Results The mean percentage of correct answers in quizzes in methods of group discussion and
lecture were 84% and 45%, respectively, which was significantly different (P=0.0001). The mean
percentage of correct answers to the questions in final exams was 67% and 65% for group
discussion and lecture accordingly while there was no significant difference(P=0.19).
Conclusion: Regarding the results of this study and similar researches, learning via group
discussion seems to be more profound and effective, but this profundity was not present in the final
exam, which may be due to the defects in designing questions and emphasizing on students’
memorized content.

Keywords

Group discussion Small group Lecture Teaching method Medical student

© 2009, Medical Education Development Center. 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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