CLINICAL PATHOLOGY TEACHING IN LABORATORY BY SOCRATIC METHOD

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TALEBI ARDESHIR; MOTTAGHI PEYMAN; DADGOSTARNIA MOHAMMAD; NOORBAKHSH NOSRAT

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Journal Paper

Paper Information

Journal: Iranian Journal of Medical Education Year:2011 | Volume:10 | Issue:5 (29 SPECIAL EDUCATION) Page(s): 937-942

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Information Journal Paper

Title

CLINICAL PATHOLOGY TEACHING IN LABORATORY BY SOCRATIC METHOD

Author(s)

TALEBI ARDESHIR | MOTTAGHI PEYMAN | DADGOSTARNIA MOHAMMAD | NOORBAKHSH NOSRAT | Issue Writer Certificate

Keywords

TEACHINGQ2

PATHOLOGYQ2

QUESTION AND ANSWERQ3

LABORATORYQ3

Abstract

Introduction: In recent decades, a variety of TEACHING methods has been offered for TEACHING different fields of science, but the old method of questions and answer is still popular and in use. This TEACHING method, generally applicable to small groups, is based on questioning and finding answers by students which can increase active learning. This study evaluated students' viewpoints toward clinical PATHOLOGY TEACHING in LABORATORY using QUESTION AND ANSWER method.Methods: For this study students were divided into small groups, then clinical questions and appropriate resources for finding the answers were provided for them. They visited several units of hospital LABORATORY and a tutor taught them on LABORATORY procedures and their clinical significance to find the answers. At the end of the course, students were questioned about this TEACHING method.Results: Sixthly seven percent of students believed that this method was more effective than traditional lecture method and 36.5% confirmed that group discussion was more beneficial than lecturing. But, 30% of students were against this method and opposed group learning. Totally, more than half of participants found this method effective and tended to learn clinical PATHOLOGY through this method.Conclusion: About one third of students believed that lecturing alone is adequate for TEACHING clinical PATHOLOGY but more than a half believed that presence at LABORATORY and the QUESTION AND ANSWER approach are effective and complementary techniques for learning this course. Learning through this method in LABORATORY is an effective way for TEACHING clinical PATHOLOGY to medical students.

Cites

COMPARING THE EFFECTS OF TRADITIONAL AND CONTINUOUS TRAINING OF PRACTICAL MICROBIOLOGY COURSE ON STUDENTS’ LEARNING

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APA: Copy

TALEBI, ARDESHIR, MOTTAGHI, PEYMAN, DADGOSTARNIA, MOHAMMAD, & NOORBAKHSH, NOSRAT. (2011). CLINICAL PATHOLOGY TEACHING IN LABORATORY BY SOCRATIC METHOD. IRANIAN JOURNAL OF MEDICAL EDUCATION, 10(5 (29 SPECIAL EDUCATION)), 937-942. SID. https://sid.ir/paper/59016/en

Vancouver: Copy

TALEBI ARDESHIR, MOTTAGHI PEYMAN, DADGOSTARNIA MOHAMMAD, NOORBAKHSH NOSRAT. CLINICAL PATHOLOGY TEACHING IN LABORATORY BY SOCRATIC METHOD. IRANIAN JOURNAL OF MEDICAL EDUCATION[Internet]. 2011;10(5 (29 SPECIAL EDUCATION)):937-942. Available from: https://sid.ir/paper/59016/en

IEEE: Copy

ARDESHIR TALEBI, PEYMAN MOTTAGHI, MOHAMMAD DADGOSTARNIA, and NOSRAT NOORBAKHSH, “CLINICAL PATHOLOGY TEACHING IN LABORATORY BY SOCRATIC METHOD,” IRANIAN JOURNAL OF MEDICAL EDUCATION, vol. 10, no. 5 (29 SPECIAL EDUCATION), pp. 937–942, 2011, [Online]. Available: https://sid.ir/paper/59016/en

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