Comparison of Lecture Method and Teaching Concepts of Terminologies: Effects on Learning Anatomy in Radiology Students

authors:

avatar Hayedeh Feizipour 1 , avatar Gholam Hossein Farjah 2 , *

Dept. of Psychology, School of Medicine, Urmia University of Medical Sciences, Urmia, Iran
Dept. of Anatomy, School of Medicine, Urmia University of Medical Sciences, Urmia, Iran
Educational Research in Medical Sciences: Vol.1, issue 2; e77194
published online: December 17, 2012
article type: In Brief
received: October 08, 2012
accepted: November 18, 2012

how to cite: Feizipour H , Farjah G H . Comparison of Lecture Method and Teaching Concepts of Terminologies: Effects on Learning Anatomy in Radiology Students. Educ Res Med Sci. 2012;1(2):e77194. 

Abstract

Introduction: The aim of this study was to compare the effects of lecture and teaching terminology methods on learning anatomy in radiology students.
Methods: Fifty freshmen were randomly divided into two groups: control and experimental. The control group was taught through traditional method and the experimental group via teaching anatomy concepts and terminologies. Students were evaluated through mid-term and final term examinations.
Results: Final term scores in the experimental group were significantly higher than those of control group.
Conclusion: This study indicated that teaching anatomy terminologies motivates students to study more and prevents them from memorizing the materials.

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