Comparison of Lecture Method and Teaching Concepts of Terminologies: Effects on Learning Anatomy in Radiology Students

AUTHORS

Hayedeh Feizipour 1 , Gholam Hossein Farjah 2 , *

1 Dept. of Psychology, School of Medicine, Urmia University of Medical Sciences, Urmia, Iran

2 Dept. of Anatomy, School of Medicine, Urmia University of Medical Sciences, Urmia, Iran

How to Cite: Feizipour H , Farjah G H . Comparison of Lecture Method and Teaching Concepts of Terminologies: Effects on Learning Anatomy in Radiology Students, Educ Res Med Sci. 2012 ; 1(2):e77194.

ARTICLE INFORMATION

Educational Research in Medical Sciences: 1 (2); e77194
Published Online: December 17, 2012
Article Type: In Brief
Received: October 08, 2012
Accepted: November 18, 2012
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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.

© 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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