COMPARING THE EFFECTS OF THEORY-PRACTICE AND PRACTICE-THEORY METHODS OF TEACHING ANATOMY ON STUDENT LEARNING AND SATISFACTION

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KHALATBARY ALI REZA; TAMJIDIPOOR AHMAD

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Journal: Research in Medicine Year:2010 | Volume:34 | Issue:4 Page(s): 209-213

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Information Journal Paper

Title

COMPARING THE EFFECTS OF THEORY-PRACTICE AND PRACTICE-THEORY METHODS OF TEACHING ANATOMY ON STUDENT LEARNING AND SATISFACTION

Author(s)

KHALATBARY ALI REZA | TAMJIDIPOOR AHMAD | Issue Writer Certificate

Keywords

TEACHING METHODSQ3

ANATOMYQ3

EDUCATIONQ2

Abstract

Background: EDUCATIONal systems need to modify TEACHING METHODS in order to be effective. This research was conducted to study the effects of theory-practice and practice-theory methods of ANATOMY teaching on student learning and satisfaction.Methods: This quasi-experimental survey was carried out on second semester students of Lorestan University. During a 6-week period students were taught the ANATOMY of musculoskeletal, neuro-vascular, and visceral systems according to the curriculum by two different methods; one group of students attended theory classes initially and were subsequently designated to practical sessions in the laboratory which included practicing dissection on mannequins and human bodies. The order of teaching was reversed for the second group who received practical lessons first and attended theory lectures subsequently. Satisfaction with the curriculum was gauged through a pre-designed questionnaire and the degree of learning was assessed through a written examination. Data was analyzed by SPSS software.Results: In the musculo-skeletal section, learning outcomes and satisfaction were significantly higher in the practice-theory method; while for visceral and neurovascular systems, no significant statistical differences were observed in the learning outcomes between the 2 methods. Degree of satisfaction was significantly higher with the practice-theory method for learning the visceral section but not for the neuro-vascular system.Conclusion: Practice-theory method of ANATOMY teaching can be an acceptable replacement for theory-practice method (usual method) in the EDUCATIONal system.

Cites

COMPARISON OF PRACTICAL-THEORY TEACHING METHOD WITH THEORY-PRACTICAL METHOD ON LEARNING AND STUDENT SATISFACTION IN DENTAL ANATOMY

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APA: Copy

KHALATBARY, ALI REZA, & TAMJIDIPOOR, AHMAD. (2010). COMPARING THE EFFECTS OF THEORY-PRACTICE AND PRACTICE-THEORY METHODS OF TEACHING ANATOMY ON STUDENT LEARNING AND SATISFACTION. PAJOUHESH DAR PEZESHKI, 34(4), 209-213. SID. https://sid.ir/paper/41922/en

Vancouver: Copy

KHALATBARY ALI REZA, TAMJIDIPOOR AHMAD. COMPARING THE EFFECTS OF THEORY-PRACTICE AND PRACTICE-THEORY METHODS OF TEACHING ANATOMY ON STUDENT LEARNING AND SATISFACTION. PAJOUHESH DAR PEZESHKI[Internet]. 2010;34(4):209-213. Available from: https://sid.ir/paper/41922/en

IEEE: Copy

ALI REZA KHALATBARY, and AHMAD TAMJIDIPOOR, “COMPARING THE EFFECTS OF THEORY-PRACTICE AND PRACTICE-THEORY METHODS OF TEACHING ANATOMY ON STUDENT LEARNING AND SATISFACTION,” PAJOUHESH DAR PEZESHKI, vol. 34, no. 4, pp. 209–213, 2010, [Online]. Available: https://sid.ir/paper/41922/en

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