The effects of question generation on learning in neurology courses students

Mahmoud Gholamreza Mirzaee; Mojtaba Azimian

Educational Research in Medical Sciences

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The effects of question generation on learning in neurology courses students

Authors:

Mahmoud Gholamreza Mirzaee¹,

Mojtaba Azimian^2,*

1Assistant professor of Shahr-e-Kord University of Medical Sciences, Iraq

2Associated professor of Tehran university of social welfare and rehabilitation, Iran

Educational Research in Medical Sciences:Vol. 1, issue 1; e77065

Published online:May 06, 2012

Article type:Research Article

Received:Dec 12, 2012

Accepted:Mar 10, 2012

How to Cite:Mahmoud Gholamreza MirzaeeMojtaba AzimianThe effects of question generation on learning in neurology courses students.1(1):e77065.

Abstract

Introduction: Nowadays, a variety of different methods are employed to improve learning particularly in teaching to medical students. One of the factors affecting in learning is making the students active in teaching activities. Preparation of question through students is one of these ways to make the students active in learning, which was the main aim of this study.
Methods: In this experimental study, 96 medical students taking part in a one month neurology course, included in this trial. Students were randomly designated into two groups. Students in group one were asked to prepare at least four multiple questions for each even session and students in group two were asked to prepare as least four multiple questions for each odd session. Therefore, each student had prepared questions from half of the sessions. The exam questions were prepared through the lecturer. The scores of the students, from the sessions which they had prepared question were compared with the scores of the sessions that they had not prepared question.
Results: The scores of the students from the sessions that they had prepared question (84.7%) were higher than the ones that they had not prepared question (61.5%) (P<0.05). In global, however, the students' scores were not significantly different in two groups. 75% of students believed that question preparation was effective in learning and 58.4% of them agreed with question preparation.
Conclusion: It seems that students study the course more carefully when they prepare question and question preparation should be an effective method in active learning

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