How did the Physical Space Project go on to provide active learning conditions in the Faculty of Medicine of Tehran University of Medical Sciences?

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ALIZADEH MARYAM; MEHRPOUR SAEED REZA; AMIDI FARDIN

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

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Journal: Horizon of Medical Science Education Development Year:2019 | Volume:10 | Issue:2 Page(s): 44-56

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Information Journal Paper

Title

How did the Physical Space Project go on to provide active learning conditions in the Faculty of Medicine of Tehran University of Medical Sciences?

Author(s)

ALIZADEH MARYAM | MEHRPOUR SAEED REZA | AMIDI FARDIN | Issue Writer Certificate

Keywords

Active Learning

Student-centered

Physical Space

Change Leadership

John Cutter Model

Abstract

Introduction: This article describes the steps of creating an Active Learning environment based on John Cutter's Change Leadership model and evaluating the consequences of creating this learning space in the Faculty of Medicine of Tehran University of Medical Sciences. Materials & Methods: This action research study was conducted from 1986 to 1998 after obtaining permission from Tehran University of Medical Sciences. Leadership for this change was achieved using the John Cutter Model and evaluating the consequences of creating an Active Learning environment using a valid and reliable researcher-made questionnaire in collaboration with 265 basic science students with available sampling and 33 faculty members in the classroom. Active Learning done Results: The Change Leadership process was successful and resulted in the modification of part of the Physical Space of medical school classes. Based on the findings of this study, 129 (48. 76%) of students agreed and strongly agreed that learning in this environment has a greater impact on deepening their learning. The results showed that 30% (90. 91%) of faculty members believed that they spend more time in team space and teamwork in the open space. Conclusion: It seems that changing Physical Space facilitates group discussion and interaction. In this study, we describe the leadership experience of this change and evaluate the opinions of students and faculty about active teaching in the classroom. The application of this study is intended for change managers and leaders seeking curriculum modifications, as attention to physical change alongside curricula is generally neglected.

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APA: Copy

ALIZADEH, MARYAM, MEHRPOUR, SAEED REZA, & AMIDI, FARDIN. (2019). How did the Physical Space Project go on to provide active learning conditions in the Faculty of Medicine of Tehran University of Medical Sciences?. HORIZON OF MEDICAL EDUCATION DEVELOPMENT, 10(2 ), 44-56. SID. https://sid.ir/paper/381614/en

Vancouver: Copy

ALIZADEH MARYAM, MEHRPOUR SAEED REZA, AMIDI FARDIN. How did the Physical Space Project go on to provide active learning conditions in the Faculty of Medicine of Tehran University of Medical Sciences?. HORIZON OF MEDICAL EDUCATION DEVELOPMENT[Internet]. 2019;10(2 ):44-56. Available from: https://sid.ir/paper/381614/en

IEEE: Copy

MARYAM ALIZADEH, SAEED REZA MEHRPOUR, and FARDIN AMIDI, “How did the Physical Space Project go on to provide active learning conditions in the Faculty of Medicine of Tehran University of Medical Sciences?,” HORIZON OF MEDICAL EDUCATION DEVELOPMENT, vol. 10, no. 2 , pp. 44–56, 2019, [Online]. Available: https://sid.ir/paper/381614/en

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