Comparison of Lecture and Problem-Based Learning on Learning of Nursing Students

Dianati, Mansour and Adib-Hajbaghery, Mohsen (2012) Comparison of Lecture and Problem-Based Learning on Learning of Nursing Students. Future of Medical Education Journal, 2 (1). pp. 7-11.

FMEJ_Volume 2_Issue 1_Pages 7-11.pdf

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Background: The purposes of this study were to develop a problem-based learning program for nursing student’s education and to evaluate the program after its implementation. Methods: An intervention study carried out on 27 third year undergraduate nursing students in the nursing and midwifery faculty of Kashan University of Medical Sciences. Problem-based learning method was used for one group (n = 13) and the other group were taught with traditional lecture method (n = 14) over 1 semester. In each group there were 8, 2-hour teaching sessions. Finally the two groups passed a same exam. Viewpoints of students in PBL group were also obtained. Chi squared and Mann–Whitney U testes were used in data analysis. Results: The mean score was 12.76 in problem-based learning and 12.21 in lecture group. However no statistical significant difference was observed in final scores. The mean score of satisfaction was 3.5±0.78 (out of 5) in the PBL group. Conclusions: This study showed that the problem-based learning had no significant effect on cognitive abilities of these students but on students viewpoints it may improves their communication skills, motivation and interaction abilities.

Item Type: Article
Subjects: W General medicine- Health professions
Divisions: Journals > Future Medical Education J
Depositing User: fmej fmej
Date Deposited: 23 Sep 2017 16:04
Last Modified: 23 Sep 2017 16:04

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