Yeganeh Ali, Moghtadaei Mehdi, Hoveidamanesh Soodabeh, Ramezani Ghobad, Hashemi Akram
Bone and Joint Reconstruction Research Center, Shafa Orthopedic Hospital, Iran University of Medical Science, Tehran, Iran.
Burn research center, Iran University of Medical Sciences, Tehran, Iran.
Med J Islam Repub Iran. 2022 Dec 24;36:168. doi: 10.47176/mjiri.36.168. eCollection 2022.
Training is a complex process, especially when the students are being prepared for patient's management. Therefore, the development of effective teaching methods is critical for to improvement of learning and communication between the content and concepts. In algorithm-based education, more focus is placed on more involvement of students in the subject, thereby providing a better understanding of the concept. In this study, we compared students' attitudes about the effectiveness of algorithm-based education (education based on the patient's complaints and symptoms) with lecture-based education in the learning ability of the medical students presented in the clinical course of the orthopedic group.
This research is a single-group quasi-experimental study; we assessed the students' attitudes on a five-point Likert scale questionnaire with confirmed validity and reliability. The scores of two teaching methods were assessed after the training course, which was presented using the algorithmic method for selective titles and lectures for the other titles. Data were analyzed on SPSS software using a paired t-test.
A total of 220 internship medical students, including 58.7% of girls with a mean age of 22.9 ± 1.19 years, participated in the study. The mean score of the questions was 3.92±0.54 and 2.17±0.58 in the algorithmic and the lecture training, respectively. After comparing the results with a paired t-test, there was a significant difference between students' attitudes toward the two teaching methods ( ˂ 0.001), so the students' attitude was more positive toward the algorithm-based method.
For the education of medical students, algorithm-based training is more efficacious compared to traditional methods such as lecture-based training.
培训是一个复杂的过程，尤其是当学生们为患者管理做准备时。因此，开发有效的教学方法对于改善学习以及内容与概念之间的交流至关重要。在基于算法的教育中，更多地关注学生对该学科的更多参与，从而更好地理解概念。在本研究中，我们比较了基于算法的教育（基于患者的主诉和症状的教育）与基于讲座的教育对骨科组临床课程中呈现的医学生学习能力的有效性，学生们对这两种教育方式的态度。
本研究是一项单组准实验研究；我们使用具有确认效度和信度的五点李克特量表问卷评估学生的态度。在培训课程结束后评估两种教学方法的得分，培训课程使用算法方法针对选定的主题进行，其他主题则采用讲座形式。使用配对t检验在SPSS软件上对数据进行分析。
共有220名实习医学生参与了该研究，其中女生占58.7%，平均年龄为22.9±1.19岁。算法培训和讲座培训中问题的平均得分分别为3.92±0.54和2.17±0.58。在使用配对t检验比较结果后，学生对两种教学方法的态度存在显著差异（˂0.001），因此学生对基于算法的方法态度更为积极。
对于医学生的教育，与基于讲座的培训等传统方法相比，基于算法的培训更有效。
