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Outline
Comparison of Lecture Method and Teaching Concepts of Terminologies: Effects on Learning Anatomy in Radiology Students
Authors
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: hfarjah@umsu.ac.ir
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.
Highlights
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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