International Journal of Nursing Education

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

The efficacy of two Active Methods of Teaching on Students' Competency


Affiliations
1 Professor assistant, Department of Education, Jahrom University of Medical Sciences, Jahrom, Iran, Islamic Republic of
2 MSc, Department of Midwifery, Toyserkan branch, Islamic Azad University, Toyserkan, Iran, Islamic Republic of
3 Student research committee Jahrom university of Medical Sciences, Jahrom, Iran, Islamic Republic of
     

   Subscribe/Renew Journal


Objective: This study compared two methods of scenarios with a real clinical setting and peer group feedback in students' knowledge and their performance.

Materials and Method: The study is an experimental study on 45 nursing students in the field of psychiatric. Two groups trained by scenario based learning and peer feedback in two stages of program as a self control.

Result: There were significant differences between mean score of students' evaluation in two methods (p<0.05). Mean score of students' knowledge &amp; performance from peer assessment was statistically significant in both pre and post test (p<0.05).

Conclusion: Considering the result we strongly suggested using active method of teaching which is useful for clinical teaching in clinical ward.


Keywords

Peer Feedback, Scenario Base Learning, Clinical Skills, Knowledge, Performance
Subscription Login to verify subscription
User
Notifications
Font Size


  • Hartling,L., Spooner, C., Tjosvold, L., & Oswald, A. (2010). Problem-based learning in pre-clinical medical education: 22 years of outcome research. Medical teacher, 32(1):28-35.

  • Epstein, R. (2004). Learning from the problems of problem-based learning. BMC Medical Education, 4(1):1.

  • Shreeve, MW. (2008). Beyond the didactic classroom: educational models to encourage active student involvement in learning. The Journal of Chiropractic Education, 22(1):23.

  • Glasgow,J. (2005). Active learning strategies: Scenario-based learning. Retrieved August 22 from http://scope.citl.ohiou.edu/FLC/ Activelearning/Scenario based.html

  • Wood, DF. (2003). Problem based learning. BMJ, 326:328-330.

  • Kneebone, R., Kidd, J., Nestel, D., Barnet, A., Lo, B., King, R., & et al. (2005). Blurring the boundaries: scenario based simulation in a clinical setting. Medical Education, 39(6):580-7.

  • Topping, K.(1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3):249-76.

  • Carrera, LI., Tellez, TE., & D’ottavio, AE. (2003). Implementing a problem-based learning curriculum in an Argentinean medical school: implications for developing countries. Academic Medicine, 78(8):798.

  • Shin, R., Daly, B., Vera, E. (2007).The Relationships of Peer Norms, Ethnic Identity, and Peer Support to School Engagement in Urban Youth. available from: http://asca2.timberlakepublishing.com/ files/10-4-379%20shin.pdf.

  • Vanden Berg, I., Admiral, W., & Pilot, A. (2003). Peer assessment in university teaching: An exploration of useful designs. Paper presented at the European Conference on Educational Research, University of Hamburg; 17-20.

  • Corgan, R., Hammer, V., Margolis, M., & Crossly, C. (2004). Making your online course successful. Business Education Forum, 58 (3), 51-53.

  • MacLeod, L. (1999). Computer-aided peer review of writing. Business Communication Quarterly, 62(3):87-94.

  • Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: a review. Studies in Higher Education, 24(3):331-350.

  • Bryan, R., Krych, A., Carmichael, S., Viggiano, T., & Pawlina, W. (2005). Assessing professionalism in early medical education: experience with peer evaluation and self-evaluation in the gross anatomy course. Ann Acad Med Singapore, Sep;34(8):486-491.

  • Langan, M., & Wheater, P. (2003). Can students assess students effectively? Some insights into peer-assessment. Learning and Teaching in action, 2(1), available from http:// www. c e l t . m m u . a c . u k / l t i a / i s s u e 4 / langanwheater.shtml

  • Setia, S., Bobby, Z., Ananthanarayanan, P., Radhika, M., Kavitha, M., & Prashanth, T. (2011). Case-based Learning Versus Problem-based Learning: A Direct Comparison from First Year Medical Students Perspective. Web med Central Medical Education, 2(6):1-16

  • Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT journal, 59(1):23-30.

  • Poellhuber, B., Chomienne, M., & Karsenti, T. (2008). The effect of peer collaboration and collaborative learning on self-efficacy and persistence in a learner-paced continuous intake model. Journal of Distance Education, 22(3): 41-62.

  • Cortright, RN., Collins, HL., & DiCarlo, SE. (2005). Peer instruction enhanced meaningful learning: ability to solve novel problems. Advances in physiology education, 29(2):107-11.

  • Field, M., Burke, JM., McAllister, D., & Lloyd, DM. (2007). Peer assisted learning: a novel approach to clinical skills learning for medical students. Medical Education, 41(4):411-418.

  • Dannefer, EF., Henson, LC., Bierer, SB., Grady Weliky, TA., Meldrum, S., Nofziger, AC., & et al. (2005). Peer assessment of professional competence. Medical Education, 39(7):713-22.

  • Pond, K., Coates, D., & Palerma, OA. (2007). Student experiences of peer review marking of team projects. International journal of management education, 6(2): 30-43.

  • Orsmond, P., Merry, S., & Reiling, K. (1996). The importance of marking criteria in the use of peer assessment. Assessment & Evaluation in Higher Education, 21(3):239-250.

  • Lin, SSJ., Liu, EZF., & Yuan, S. (2002). Student Attitudes toward Networked Peer Assessment: Case Studies of Undergraduate Students and Senior High School Students. International Journal of Instructional Media, 29(2):241-254.


Abstract Views: 468

PDF Views: 0




  • The efficacy of two Active Methods of Teaching on Students' Competency

Abstract Views: 468  |  PDF Views: 0

Authors

L. Mosalanejad
Professor assistant, Department of Education, Jahrom University of Medical Sciences, Jahrom, Iran, Islamic Republic of
Z. Ghodsi
MSc, Department of Midwifery, Toyserkan branch, Islamic Azad University, Toyserkan, Iran, Islamic Republic of
M. A. Ghobadifar
Student research committee Jahrom university of Medical Sciences, Jahrom, Iran, Islamic Republic of

Abstract


Objective: This study compared two methods of scenarios with a real clinical setting and peer group feedback in students' knowledge and their performance.

Materials and Method: The study is an experimental study on 45 nursing students in the field of psychiatric. Two groups trained by scenario based learning and peer feedback in two stages of program as a self control.

Result: There were significant differences between mean score of students' evaluation in two methods (p<0.05). Mean score of students' knowledge &amp; performance from peer assessment was statistically significant in both pre and post test (p<0.05).

Conclusion: Considering the result we strongly suggested using active method of teaching which is useful for clinical teaching in clinical ward.


Keywords


Peer Feedback, Scenario Base Learning, Clinical Skills, Knowledge, Performance

References