The Effect of Combined Approach on Teaching Medical Parasitology Course
Mehdi Vejdani
1
,
Arezzo Shamsian
1
,
Naser Nazari
1
,
Yazdan Hamzavi
1
and
Mansour Rezaei
2
, *
1 Dept. of Parasitology and Microbiology, Kermanshah University of Medical Sciences, Kermanshah, Iran
2 Dept. of Biostatistics and Epidemiology, Kermanshah University of Medical Sciences, Kermanshah, Iran
*
Corresponding author: Mansour Rezaei, Dept. of Biostatistics and Epidemiology, Kermanshah University of Medical Sciences, Kermanshah, Iran, Tel: +988318262052, Fax: +988318263048
mrezaei@kums.ac.ir
Educational Research in Medical Sciences: December 03, 2014, 3 (1) ; e79669
Published Online :
December 02, 2014
Article Type: In Brief
Received:
June 17, 2013
Accepted:
January 18, 2014
To Cite:
Vejdani
M , Shamsian
A , Nazari
N , Hamzavi
Y , Rezaei
M . The Effect of Combined Approach on Teaching Medical Parasitology Course,
Educ Res Med Sci.
2014
; 3(1):e79669.
Abstract
The aim of this study was to compare three approaches of teaching medical a parasitological course. This cross-sectional study was carried out on 94 medical and pharmacy students. Lecture-based approach, problem-based approach and combined approach were applied to teach the parasitology course. Kappa and SPSS16 were used to analyze the obtained data. 82.9% of students were interested in lecture-based learning, 64.9% were attracted by problem-based learning and 91.5% opted for combined approach. 96.8% and 62.8% of the students preferred final examination be administered as multiple choice questions and case history tests, respectively. 97.9% of them indicated that the lecturer’s behavior affected the learning outcome and 67% did not believe in the impact of papers on teaching and learning parasitology course. Further, students were interested in using logbooks in practical laboratory (P<0.005). Combined approach should be initiated and directed toward harmonization of the curriculum to enhance learning.
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