The effects of question generation on learning in neurology courses students

Mahmoud Gholamreza Mirzaee; Mojtaba Azimian

Educational Research in Medical Sciences

Current Issue All Issues In Press Accepted Manuscripts Search

Journal Information Editors and Boards Indexing and Listing Sources Journal Metrics Open Peer Review (OPR)Reviewer and AE Registration Form Publication Ethics and Malpractice Statement Support Contact Us

Authors Guide Submit Manuscript

The effects of question generation on learning in neurology courses students

Author(s):

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:Mirzaee MG, Azimian M. The effects of question generation on learning in neurology courses students. Educ Res Med Sci. 2012;1(1):e77065. doi:

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

Keywords

Fulltext

The full text of this article is available on PDF.

References

1.
The references of this article is available on PDF.

Import into EndNote Import into BibTex

Share on

Comments

Number of Comments:0

Cited by

Scopus by DOI: 0
Last Update: 1 month ago
Scopus by Title: 0
Last Update: 1 month ago
Scopus by Title (Ref): 0
Last Update: 1 month ago
CrossRef: 0
Last Update: 6 days ago

Metrics

Ordering Reprints

Articles are published under the Creative Commons license stated on each article. No permission or royalty fee is required for uses permitted by that license. CCC handles optional bulk and customized reprint orders. Any quotation covers production and delivery services only, not copyright permission. > Request Reprints from CCC

Search Relations

Author(s):

Mahmoud Gholamreza Mirzaee:[PubMed][Scholar]
Mojtaba Azimian:[PubMed][Scholar]

Outlines

The effects of question generation on learning in neurology courses students

Abstract

Fulltext

References

Last Update: 1 month ago

Last Update: 1 month ago

Last Update: 1 month ago

Last Update: 6 days ago