The effects of question generation on learning in neurology courses students

AUTHORS

Mahmoud Gholamreza Mirzaee 1 , Mojtaba Azimian 2 , *

1 Assistant professor of Shahr-e-Kord University of Medical Sciences, Iraq

2 Associated professor of Tehran university of social welfare and rehabilitation, Iran

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

ARTICLE INFORMATION

Educational Research in Medical Sciences: 1 (1); e77065
Published Online: May 06, 2012
Article Type: Research Article
Received: December 12, 2012
Accepted: March 10, 2012
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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

© 2012, Educational Research in Medical Sciences. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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