Long-Term Memory And Learning Through The Use Of Research Centered Teaching Method

Nayer Rassaian

doi:10.22037/jme.v1i1.975

Journal of Medical Education for Future Demands

Former Title: Journal of Medical Education | The Official Journal of School of Medical Education and Learning Technologies

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https://doi.org/10.22037/jme.v1i1.975

Long-Term Memory And Learning Through The Use Of Research Centered Teaching Method

Author(s):

Nayer Rassaian^1,*

1full professor of physiology in Shaheed Beheshti University of Medical Sciences and Health Services.

Journal of Medical Education for Future Demands:Vol. 1, issue 1; e104937

Published online:Apr 20, 2009

Article type:Research Article

Received:Apr 19, 2009

Accepted:Apr 20, 2009

How to Cite:Nayer Rassaian, Long-Term Memory And Learning Through The Use Of Research Centered Teaching Method.J Med Edu.2009;1(1):e104937.https://doi.org/10.22037/jme.v1i1.975.

Abstract

The present study aims at exploring the relation between long term memory and two teaching methods: Research-Centered Teaching and customary lecturing. The promotion of exploratory thinking which is provoked in the Research Centered Teaching Method is considered to lead to hypothetical research and analytical thinking among students.Two separate courses in neurophysiology at Tehran University of Medical Sciences and Health services and Iran University of Medical Sciences and Health Services were selected for the study. 310 students were registered on these courses.Half the topics studied were randomly selected for Research-Centered Teaching and the other half for customary lecturing Thus, each course, consisting of 28 hours of teaching, was split between these two methods. All the students participated in a written exam at the end of the course and filled out a questionnaire regarding which topic was more precisely remembered, the reasons behind that and also their motives for more regular class attendance.81% of the students stated that the topics taught through the Research-Centered Method were the ones they remembered best This was proved in the analysis of the exam results (P<0.02). The students stated that the teaching methods and the desire to do well in exams were two motivating factors for regular class attendance. The analysis indicated that the teach1ng method, prior curiosity and further research in order to find the answer to the questions raised in the class were crucial for remembering the topics better.Exploratory thinking which aids the storage of information in the long-term memory for a longer time motivates students to attend classes regularly and th1s helps successful learning. This study supports the already established belief that interest and curiosity are effective factors in learning.

Keywords

long-term memory

learning

Research-Centered Teaching Method

Exploratory Thinking

Motivation

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Author(s):

Nayer Rassaian:[PubMed][Scholar]