Introduction: Lecture and computer-based Teaching are two important methods for the Teaching of medical students. However, comparison of the effectiveness and efficacy of both of these methods shows substantial deficiencies. The aim of this study was to compare the effects of Lecture and computer-based Teaching methods on the learning of medical students taking introduction to clinical medicine (ICM) courses at Isfahan University of Medical Sciences. Methods: This study was a quasi-experimental research which was conducted in Isfahan University of Medical Sciences. Research population included students taking ICM courses in two consecutive semesters. The first group of students were assigned to the control group (n=67) and were taught rheumatology through in-class Lecture method while the second group of students (the intervention group) received computer-based Teaching. For evaluation and comparison of the effects of the intervention on learning, two multiple-choice question tests were administered at the end of the training course and 8 weeks after the intervention. Results: No significant difference was found between the mean scores of the two groups in the first test (p=0. 77), but the difference in the second test was significant (p<0. 001). The computer-based Teaching group performed better in recalling of the learning materials. Conclusion: Although short-term results were similar in both groups, long-term learning and recalling were greater with computer-based Teaching than with Lecture.

Background: Different studies have shown the inability of traditional Lecture method to active Teaching method in concept transmitting of higher learning domain. The aim of this study was comparing the effects of feedback Lecture method and conventional Lecture method on learning and quality of Teaching.Materials and Methods: In quasi-experimental study, 27 Arak medical science midwifery students who were in fourth semester, randomly, were divided to two groups of “Teaching by feedback Lecture” and “Teaching by conventional Lecture”. Desired topic was presented by one teacher as a 90-minute Lecture in control group and as two 35-minute Lectures with 10-minute discussion after each part in case group. Informational form, and post test and student' opinion form were used respectively to identify the demographic characteristics, short term and long term learning and quality of Teaching form.Results: Demographic characteristics, quality of Teaching form student’s opinion, total scores of pre and post test were similar in two groups. Results of Teaching score in post test in knowledge and perception level were similar. But there was a significant difference between application and analysis level in two groups (p=0.011). Also, total and domain scores of post test after a month were not different in both groups.Conclusion: Results indicated that learning by feedback Lecture can be more effective than conventional Lecture method in application and analysis domain.

The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in Teaching foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of Teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of Teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding Teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and Teaching foreign language are put forward.

Background and Objective: Learning via the mobile phone, as a new stage of electronic learning, has been introduced to provide opportunities for transferring information and improving students learning. However, this has not been defined in medical education clearly. The present study was carried out to compare the effects of anatomy education through Lecture and mobile phone.Materials and Methods: This quasi-experimental study with a pretest-posttest design was conducted with 62 medical students at Bushehr University of Medical Sciences in 2013. The students were selected through census method and were randomly divided into a control group (instructed by Lecture) and an experimental group (instructed by mobile phone). To collect data, an achievement test was used which included 30 questions at three levels of anatomy knowledge. The effects of training were measured immediately after training and 4 weeks later. Data were analyzed through repeated measure ANOVA and independent t-tests with SPSS19 software.Results: The mean and standard deviation of scores in all learning levels in the Lecture group before, immediately after and 4 weeks after training were respectively 12.03±2.822, 21.10±3.294 and 19.30±4.01 (P<0.001). They were 14.3±3.706, 21.13±4.416 and 21.33±3.177 in the mobile phone group. No significant difference was observed between the groups in the post-test (P=0.1), but there was a significant difference (P=0.03) between the scores of the two groups in the recall stage.Conclusion: Both methods are effective ways to improve learning and retain information, but education through the mobile phone is more effective for information retention.

Introduction: M ost of the knowledge acquired through lecturing is forgotten rapidly. As dentistry is becoming a more complicated field of study and as new techniques are introduced, the use of modern educational approaches to promote lifelong learning becomes necessary. This study is to compare cooperative Teaching method and Lecture method in terms of their impact on students' learning and their satisfaction in school of dentistry in Shiraz University of Medical Sciences.Methods: In this quasi experimental study sampling was census and all 9th semester students (60 students) taking theoretical orthodontics (I) were included. One topic, etiology of mandibular abnormalities, was taught to both randomly selected experiment & control groups.First, to assess knowledge & satisfaction of the students with Lecture methods for etiology, a pre-test was applied. Then both groups were taught, the control group received instruction through Lecture method and the experiment group formed 5-member subgroups and received instruction through cooperation. Then, both groups took a post-test. Data were analyzed through Wilcoxon and Mann-Whitney U using SPSS 12.Results: A significant difference was found between the mean scores of the students' satisfaction before and after applying the cooperative method. Also, there was a significant difference between the pre–test scores in the Lecture group and the cooperative group (p<0.001), but no significant difference was observed between post-test scores of the two groups (P=0.1).Conclusion: The study showed that cooperative Teaching method could be useful in Teaching dentistry students and could enhance their intrinsic motivation, which in turn could improve learning quality.

Background: Medical education is viewed as a challenging phenomenon, which can cause stress in learners and affect the learning quality. Considering the importance of basic sciences education, development of new pedagogical approaches is necessary to improve medical education. Role-play is an efficient simulation-based approach, which can improve the students’ perception and imagination. In basic sciences, immunology is of high relevance in clinical situations, as immunological disorders are becoming increasingly prevalent. Objectives: Given the importance of deep learning in immunology, we integrated role-play in Teaching immunology to medical students in order to promote deep and durable learning. Methods: In this study, two independent classes of medical students were evaluated in two consecutive academic semesters in 2014-2015. In one class, only Lectures were conducted, while in the other class, Lectures, along with role-play, were integrated. Pretest and posttest scores were determined at the beginning and end of the semesters in both classes, and the scores were compared. Also, the students’ point of view was studied using a questionnaire. Results: The pretest score, which indicated the students’ general knowledge of immunology, was not significantly different between the two classes. However, there was an increase in the score of students participating in the class, which integrated Lecture and role-play. In addition, the score obtained by female students, who participated in the class with Lecture and role-play, was significantly higher than that of female students in the Lecture-based class. The results of the questionnaire revealed that the students were satisfied with the integrated Teaching method and believed that their knowledge had improved. Conclusions: Based on the findings, dramatization can make learning an exciting process and improve the students’ understanding of immunology concepts.

Background: Effective education for learning in professional fields, especially dentistry, is one of the necessities of society, and considering the importance of oral and maxillofacial diseases in dentistry as well as the lack of information in the field of comparing modern Teaching methods and traditional methods. Objectives: This study was conducted to compare the effect of two methods of face-to-face education, Lecture, and virtual education, on the motivation and academic progress of 6th-semester dental students. Methods: In this randomized intervention study, 36 students in the 6th semester of dentistry in Birjand were randomly divided into two intervention and control groups. In the control group, the face-to-face Teaching method was used in Lecture style, and in the second group, the online virtual Teaching method was used. Before and after the intervention, the same written test of educational content was taken from both groups, and academic motivation was measured with the Academic Motivation Scale (AMS) of Vallerand et al. The data were analyzed with SPSS software and using descriptive statistics, independent t-tests, and paired t-tests. The P-value was considered significant at the level of 0. 05. Results: The average age of the participants in the face-to-face training group was 23. 89 ±,2. 826, and in the virtual group was 23. 50 ±,1. 855, which was not statistically significant (P = 0. 629). There was no significant difference between the average scores of students’,motivation and academic progress between the two groups before (P > 0. 05) and after the intervention (P > 0. 05). Although there was an increase in students’,average scores of academic motivation and academic progress after the intervention between the two groups of face-to-face education and virtual education, there was no statistically significant (P > 0. 05). Conclusions: It seems that virtual Teaching, like Lecture Teaching, can be effective in students’,academic progress and motivation and can be considered a complementary Teaching method.