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Educational Research in Medical Sciences
Outlines
Comparison of Lecture Method and Teaching Concepts of Terminologies: Effects on Learning Anatomy in Radiology Students
Author(s):
1Dept. of Psychology, School of Medicine, Urmia University of Medical Sciences, Urmia, Iran
2Dept. of Anatomy, School of Medicine, Urmia University of Medical Sciences, Urmia, Iran
*Corresponding Author: Corresponding author: Gholam Hossein Farjah , Dept. of Anatomy, School of Medicine, Urmia University of Medical Sciences, Urmia, Iran Email: [email protected]
Published online:Dec 17, 2012
Article type:Discussion
Received:Oct 08, 2012
Accepted:Nov 18, 2012
How to Cite:Feizipour H, Farjah GH. Comparison of Lecture Method and Teaching Concepts of Terminologies: Effects on Learning Anatomy in Radiology Students. Educ Res Med Sci. 2012;1(2):e77194. doi:
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.
References
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Copyright
© 2012, Educational Research in Medical Sciences. This open-access article is available under the Creative Commons Attribution-NonCommercial 4.0 (CC BY-NC 4.0) International License (https://creativecommons.org/licenses/by-nc/4.0/), which allows for the copying and redistribution of the material only for noncommercial purposes, provided that the original work is properly cited.
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