Shakurnia Abdolhussein, Aslami Maryam, Bijanzadeh Mahdi
Departartment of Immunology, School of Medicine, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Educational development center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
J Adv Med Educ Prof. 2018 Apr;6(2):70-77.
Student-generated questions can be a very helpful tool in medical education. The use of this activity can allow the students to feel more involved in the subjects covered and may improve their knowledge and learning. The aim of this study was to identify the effect of question-writing activity as a stimulus factor on learning in midwifery students and determine their perception about this activity.
This quasi-experimental study with two groups of pre- and post-tests was conducted on two groups of midwifery students who had taken the immunology course. Two classes of midwifery students (N=62) participated and were randomly assigned to two different groups. One class was selected as the experimental group (n=32) and the other class was considered as the control group (n=30). The experimental group's students were asked to write questions covering different topics of the syllabus components taught during 15 weeks from February 2016 to May 2016. They were asked to write, answer and explain their multiple-choice questions (MCQs). The students' performance in immunology course was compared between the two groups at the end of the semester. After their final exam, we asked them to fill in a questionnaire on their views about this activity. The data were analyzed by independent t- test using SPSS software, version 18.
The differences between pre- and post-test mean scores of the experimental and control groups were 24.53±5.74 and 20.63±5.58, respectively. The results of independent t-test showed that these differences in the two groups were significant (p=0.009). Nevertheless, most of the students stated that question-writing activity as a learning tool is an unfamiliar exercise and unpopular learning strategy.
Results showed that question writing by students has been found to promote learning when it is implemented as a part of the teaching curriculum in immunology course; therefore, this activity could be effective in improving the students' learning.
学生自主提出的问题在医学教育中可能是非常有用的工具。开展这项活动能让学生更深入参与所学课程内容，并可能增进他们的知识和学习效果。本研究的目的是确定写问题活动作为一种刺激因素对助产专业学生学习的影响，并了解他们对该活动的看法。
本准实验研究采用两组前后测设计，对象为两组修过免疫学课程的助产专业学生。两组助产专业学生（N = 62）参与研究并被随机分为两组。其中一个班级被选为实验组（n = 32），另一个班级作为对照组（n = 30）。要求实验组学生针对2016年2月至20l6年5月15周内所教授的教学大纲各部分不同主题编写问题。他们需要编写、回答并解释多项选择题（MCQ）。学期末比较两组学生在免疫学课程中的表现。期末考试后，要求他们填写一份关于对该活动看法的问卷。使用SPSS 18.0软件通过独立t检验对数据进行分析。
实验组和对照组前后测平均分数的差异分别为24.53±5.74和20.63±5.58。独立t检验结果显示两组间的这些差异具有统计学意义（p = 0.009）。然而，大多数学生表示，将写问题活动作为一种学习工具是一种不熟悉的练习方式，且不受欢迎。
结果表明，当学生写问题活动作为免疫学课程教学大纲的一部分实施时，已被发现能促进学习；因此，该活动在提高学生学习效果方面可能是有效的。
