Active Educational Methods Research Articles

The social role of the academic and the student in active methods for education

ABSTRACT This study aims to understand the patterns of conduct, forms of action, role construction, role performance and institutional nexus of behavior that characterize the social role of academics and students in undergraduate Accounting courses through the adoption of active methods for education. A qualitative, multiple case study was developed through in-depth interviews with academics and focus groups with students from universities in Paraná and Santa Catarina that use active and traditional education methods. It was found that academics need to change their attitude in the classroom and use active methods to make their teaching more dynamic, giving students more responsibility. Yet, academics must maintain the traditional teaching methods when the teaching content or the learning profile of the students requires it. Regarding the student role, the study reveals that they have different attitudes towards the learning process and different learning styles that do not depend on the methods used.

The Effectiveness of Cardiopulmonary Resuscitation (CPR) Training of patients with covid- 19 Using the Flipped Classroom and the Jigsaw Method on the Level of Nursing Students` Knowledge of Bushehr University of Medical Sciences

Introduction:The nature of education in universities of medical sciences is such that teaching in these universities is a matter of peculiar importance. Therefore, revision of traditional teaching methods and usage of contemporary, effective and student- oriented methods is inevitable and also acceptable by educational systems. Therefore, the present study was conducted with the aim of the Effectiveness of Cardiopulmonary Resuscitation (CPR) Training of patients with covid- 19 Using the Flipped Classroom and the Jigsaw Method on the Level of Nursing Students Knowledge of Bushehr University of Medical Sciences. Method:This two- group semi-experimental study with a pre- test- post- test design was conducted on 41 7th semester undergraduate nursing students in the topic of cardiopulmonary resuscitation of covid- 19 patients. Students were randomly divided into two groups: jigsaw (20 people) and flipped classroom (21 people). After teaching the topic in the above two methods, the knowledge of cardiopulmonary resuscitation of the two groups was measured with researcher- made questionnaire. Data were analyzed using mean, standard deviation, independent and paired t- tests with a significance level of 0.05 through SPSS. Findings: The results showed that the knowledge score of both groups increased significantly (P < 0.001) after the intervention, so that the average score of cardiopulmonary resuscitation knowledge in the flipped class from 13.62 ± 3.56 before the intervention has increased to 20.71 ± 5.41 after the intervention and also in the jigsaw class, from 14.65 ± 3.17before the intervention, has increased to 26.20 ± 2.63 after the intervention. The comparison of the average changes of these two active educational methods showed that in the jigsaw class group, the average increase in knowledge score is higher than the flipped class, which is statistically significant (P<0.001). Conclusion: Overall, the results of this study show that the flipped classroom and the jigsaw teaching methods can improve and enrich nursing student's knowledge about cardiopulmonary resuscitation in patients with COVID- 19. it is recommended that nursing instructors use these methods, especially the jigsaw method, which in this study improved the learning of nursing students, in teaching students more.

Current Trends in Interprofessional Shared Decision-Making Programmes in Health Professions Education: A Scoping Review

Background: Shared decision-making (SDM) is considered a patient-centred approach that requires interprofessional collaboration among healthcare professionals. Teaching interprofessional shared decision-making (IP-SDM) to students preparing for clinical practice facilitates the accomplishment of collaboration. Objective: This review seeks to provide an overview of current IP-SDM educational interventions with respect to their theoretical frameworks, delivery, and outcomes in healthcare. Methods: A scoping review was undertaken using PRISMA. Electronic databases, including OVID-MEDLINE, PubMed, OVID- EMBASE, ERIC, EBSCO-CINAHL, Cochrane Trails, APA PsycINFO, NTLTD, and MedNar, were searched for articles published between 2000 and 2020 on IP-SDM education and evaluation. Grey literature was searched for additional articles. Quality assessment and data extraction were independently completed by two reviewers, piloted on a random sample of specific articles, and revised iteratively. Results: A total of 63 articles met the inclusion criteria. The topics included various SDM models (26 articles) and educational frameworks and learning theories (20 articles). However, more than half of the studies did not report a theoretical framework. Students involved in the studies were postgraduates (22 articles) or undergraduates (18 articles), and 11 articles included both. The teaching incorporated active educational methods, including evaluation frameworks (18 articles) and Kirkpatrick’s model (6 articles). The mean educational intervention duration was approximately 4 months. Most articles did not include summative or formative assessments. The outcomes assessed most often included collaboration and communication, clinical practice and outcome, patients’ preferences, and decision-making skills. Conclusions: Overall, these articles demonstrate interest in teaching IP-SDM knowledge, skills, and attitudes in health professions education. However, the identified educational interventions were heterogeneous in health professionals’ involvement, intervention duration, educational frameworks, SDM models, and evaluation frameworks. Practice implications: We need more homogeneity in both theoretical frameworks and validated measures to assess IP-SDM.

معالم تربوية مستفادة من أسلوب الحوار وآداب الخطابة والكلام في سورة مريم

This study explores one of the most active and productive educational methods; hence, this stylistic phenomenon has its importance in embellishing discourse and speech with respect to diverse opinions. Nowadays, societies love discussions and debating especially Middle-East ones. A simple discussion may lead to a different topic and escalates into a hot debate that may be accompanied by verbal and physical conflicts rather than tolerance and the spirit of acceptance. Active dialogues and politeness in selecting words are evidences of the nations’ awareness, as they are considered to be the effective methods of dialogues and the advancement of society. This paper is divided into an introduction, definitions of terms and three sections. Firstly, the dialogues in Surah Maryam. Secondly, the etiquettes of rhetoric and talks in Surah Maryam. Thirdly, the applied educational milestone from the methods of dialogue and their etiquettes in the Surah. The importance of this research shows the fact that the dialogue styles and their etiquettes are the most important pillars in the process of people’s communication, and the convergence of views among opponents and disputants. The dialogue and its etiquettes provide the most appropriate conditions for conflict resolution, compromise and consensus which reflect positive influence on human relationships among community individuals. The main objective of the study is to highlight the ways to strengthen brotherhood and human cooperation. This method and its etiquettes can be also used to renounce clash and conflicts among people and community; besides, it can be a good attempt to replace those negative points with taking the best of opinions through spreading the causes of harmony, love, goodness and peace. The most important study results are: adhering the rules of a proper dialogue to change of many nowadays conflicts into a peaceful dialogue, happiness, reduce rivalry or quarrels, and removing many obstacles in front of the people and community.

Effect of education on knowledge of fertility counseling and attitudes toward fertility control.

BACKGROUND:The development of any society depends on proper planning in various fields such as population and birth control. Fertility control is designed to create a level of population growth appropriate to the resources available and to ensure a good life. Receiving information and education is one of the basic strategies to change the attitude toward fertility and awareness in most people in society. Therefore, this study was conducted to determine the effect of education on knowledge of fertility counseling and attitudes toward fertility control in health workers.MATERIALS AND METHODS:The present study was a randomized clinical trial with a control group that was conducted in the presence of 107 health workers of health centers and community health centers working in Mashhad in 2017. The research units were randomly divided into three groups (webinar training, group discussion training, and control). Research tools were researcher-made questionnaires on attitudes toward fertility and measuring healthy reproductive awareness that all study participants completed at the beginning of the study and 2 weeks after the intervention. Data analysis was performed by the Chi-square, one-way analysis of variance, and independent t-test using the SPSS software version 16.RESULTS:The results of this study showed that at the beginning of the study, all three groups were homogeneous in terms of quantitative and qualitative demographic variables including age, education, work experience, type of employment, and number of family members. The results of Kruskal–Wallis test showed that before the intervention, the three groups did not have a statistically significant difference in terms of mean scores of awareness about fertility counseling (P = 0.77) and attitude toward fertility control (P = 0.523), but this relationship was significant after the interventions. Furthermore, the results of Mann–Whitney intragroup test showed that the scores before and after the intervention were significant in both educational groups (P = 0.001).CONCLUSION:Considering the importance of healthy fertility counseling and the important place of education in promoting awareness and attitude toward healthy fertility, it is recommended to use active educational methods to promote the awareness and attitude of health workers to provide healthy fertility services to couples.

Clinical error management training for midwifery students in Shahid Sadoughi University of Medical Sciences, Yazd.

INTRODUCTION:Today, the quality of health services is considered to be providing “error-free” services, at the right time, by the right person and with the least resources. In recent years, education through evidence-based care has been emphasized by health system policymakers as a way to improve care standards. Therefore, the purpose of this study is to teach clinical error management to midwifery students in Shahid Sadoughi University of Medical Sciences in Yazd.METHODS:The present study was performed using consensus-based methods based on Delphi technique to identify the most common errors and the best educational solution for its management with the participation of 21 midwives by purposive sampling method in Shahid Sadoughi University of Medical Sciences in Yazd in 2018. The rate of agreement was 75% or more. Descriptive statistical methods and SPSS-18 software were used for analysis.RESULTS:The most important errors mentioned were as follows: In the field of hospital care, it was the scope of care during labor and in clinical care, it was the scope of prenatal care. The most important error reduction strategies that were considered in the clinical guide in general were emphasizing the following: active supervision of instructors during the provision of students' clinical services, paying attention to the evaluation of service provision with the least incidence of errors in end-of-course evaluation, make changes in clinical teaching methods, attention to the use of active teaching methods and the use of educational software. The cases were considered separately in each of the mentioned errors.DISCUSSION AND CONCLUSION:Incidence of errors in pregnancy and childbirth as the most errors of midwifery students in the field of hospital and clinical care was agreed on. Therefore, considering this issue and the importance of preventing errors to provide quality services to mothers and infants, it seems that it is time to make changes in clinical education in this field by emphasizing the use of active educational methods.

Probleme Dayalı Öğrenimde Adli Tıp Eğitimi: Pamukkale Üniversitesi Örneği

Ülkemizdeki sağlık sistemi ve yasal düzenlemeler sonucunda birinci basamak hekimlerine, adli tıp hizmetleri ile ilişkili çok sayıda sorumluluk yüklenmiş olmakla birlikte mezuniyet öncesi adli tıp eğitiminin yetersizliği nedeniyle hekimlerimizin adli hekimlik görevini en çok korkulan görev olarak nitelendirdikleri bilinen bir gerçektir. Pamukkale Üniversitesi Tıp Fakültesi’nde (PÜTF) yatay ve dikey entegrasyonu sağlanmış, spiral yapılanma gösteren bir eğitim programı uygulanmaktadır. PÜTF’deki adli tıp eğitim programında öğrenciler adli tıp konularıyla birinci sınıftan itibaren karşılaşmaktadırlar. İlk yıllarda temel kavramları öğrenirlerken, 5. sınıfta ise iki haftalık task boyunca aktif öğrenme yöntemlerinin kullanıldığı bir eğitim almaktadırlar. Adli tıp eğitiminde bu şekilde yıllara yayılmış, interaktif yöntemlerin uygulandığı, yapılandırılmış beceri eğitimi etkinliklerinin yer aldığı eğitim programlarının öğrencilerin adli tıp konularına ilgilerini artıracak, çekirdek programda yer alan bilgi, beceri ve tutum kazanma hedeflerine ulaşmalarını sağlayacaktır. Bu çalışmada PÜTF adli tıp eğitim modeli ayrıntılı olarak sunulmuştur.

Preferred learning style between Iranian and international medical students: A comparative study

Context: Learning styles as student preferences for acquiring and nurturing knowledge are different by considering their individual and social factors. Socio-cultural factors and the educational structure of different countries are some of the factors affecting this field. Aims: The present study aimed to compare the learning style of Iranian and international medical students of Tehran University of Medical Sciences. Settings and Design: The present descriptive cross-sectional study was conducted among the medical students studying in the basic sciences course of Tehran University of Medical Sciences during 2018-2019. Methods and Material: Complete enumeration was used for sampling and data were collected by using VARK standard questionnaire and analyzed by SPSS 21. Results: Among 225 students participating in the present study 46.4 and 53.5% of the participants were Iranian and international students, respectively. Based on comparing the mean score of four learning styles among Iranian and international medical students, two kinesthetic (p <0.05) and aural (p <0.05) styles were significantly different. The results of the present study represented the preference of bi-model learning style among Iranian and international students (87%) compared to that of tri- and quad-model ones. Conclusions: Based on the results of the present study, the learning style of both groups was bi-model although a difference was observed between Iranian and international students regarding uni-model style. Thus, different active education methods should be used to improve the academic performance of students in order to utilize all the senses for learning

Método de ensino ativo utilizando avaliação por pares e autoavaliação

Novas metodologias têm surgido com o objetivo de complementar e auxiliar na fixação dos conhecimentos, entre elas os métodos de educação ativa. O objetivo deste trabalho foi empregar uma ferramenta de educação ativa por meio de metodologia de estudo de caso. Assim, avaliar a competência crítica utilizada em avaliações objetivas, subjetivas, a autoavaliação e analisar os resultados obtidos de maneira qualitativa. Os alunos desenvolveram conteúdo para apresentar em forma de seminários, instruídos a avaliar seus pares de forma objetiva (atribuindo notas) e subjetiva (selecionando de acordo com preferência) e também realizaram a autoavaliação. Avaliou-se a partir das notas atribuídas pelos alunos, a capacidade de avaliação por pares por meio de comparação de variâncias. A partir dos resultados obtidos, podemos concluir que há mútua influência sobre os dois tipos de avaliações empregadas nesta pesquisa. Os alunos se apresentaram aptos a avaliar seus pares e também a autoavaliação. Há coerência entre diferentes avaliadores e também quando comparado à autocrítica. A partir da pesquisa foi possível observar a preferência crescente dos alunos por esta metodologia de ensino.

Tecnologías educativas prometedoras para la formación profesional

Comprehensive changes in Russian education are aimed at meeting the requirements of the modern economy and society. At the same time, the main vector in this area is the coordination of the content and component composition of professional training with the demands of the labor market and with the urgent need to increase the availability of high-quality educational services. Public experience demonstrates that objective reality makes significant adjustments to the professional training and education. Therefore, teachers should acknowledge and reflect in their professional activities all the new requirements presented by society in a timely manner. In the context of professional education, intensive search is carried out for adequate forms and methods to improve the effectiveness of education. In this regard, the practical value of simulation methods and technologies, aimed at revealing the creative potential of a future specialist, their individual and professional properties and the ability to function successfully in the new economic conditions, is increasing. Educational technologies as mechanisms for the joint activity of the teacher and students are aimed at the development of certain skills and abilities, as well as personal and professional development. The teacher should correctly apply educational technologies and methods to provide quality training for competent professionals. The variety of these methods is proposed to encourage intrinsic motivation, a lively interest of students in learning and self-development. The competencies of a qualified specialist and the criteria that he/she must meet have become the basis for creating a generalized concept of a professional. Along with the individual properties of the student, the foundation of the concept is knowledge and skills in the areas provided by the general and special components of the Federal State Educational Standards. In the framework of professional education, the main place in the educational process should be occupied by active educational technologies and methods, focused on intensifying the cognitive activities of students, supporting creative initiative and abilities and development of intellectual needs.

Effect of Cooperative Learning on Drug Addiction Potential among Female Students

Youngsters' addiction potential has made adolescence a highly sensitive and critical period of life. Educational interventions can affect addiction prevention and cooperative learning is one of the active education methods. The present study aimed to determine the effect of cooperative learning on drug addiction potential among female students. This randomized controlled clinical trial was performed on 66 female students in 2018. The intervention group attended four cooperative educational sessions on addiction, physical, psychological, social and economic consequences and complications of drug abuse, and effective communication skills. On the other hand, the participants in the control group received education in the form of lectures. The addiction potential questionnaire was filled by all subjects before and one month after the intervention. Data were analyzed in SPSS software (version 16) using an independent t-test, paired t-test, and Wilcoxon test. According to the results, the two groups were homogenous in terms of all demographic variables. As evidenced by the results of the independent t-test, the mean score of addiction potential was significantly lower in the intervention group (10.3±12.4), compared to the control group (2.7±8.8) (P<0.001). Our findings can help instructors select and implement the most efficient techniques of cooperative learning in order to prevent addiction among adolescents.

The Effect of Passive and Active Education Methods Applied in Repetition Activities on the Retention of Anatomical Knowledge.

This study examines the long‐term retention of anatomical knowledge from 180 students after various repetition activities. The retention of anatomical knowledge was assessed by multiple‐choice tests at five different points in time: before and after a course in Functional Anatomy, before and after repetition activities that occurred 14 weeks after this course, and 28 weeks after this course to establish long‐term retention. Students were divided into five groups: one without any repetition activity, one with a restricted repetition activity (the multiple‐choice test), and three groups that were offered repetition activities (traditional lecture, e‐learning module, and small group work in the dissection room). During all three repetition activities the same information was conveyed, and this content was not revisited in other courses for the duration of the study. The results showed that students who did not engage in a repetition activity scored significantly lower on the long‐term retention test compared to all other groups (ANCOVA: P = 0.0001). Pair‐wise comparison with estimated means showed that the other four groups, regardless of the type of repeating activity, did not differ in the amount of knowledge they retained during any of the five assessments (P = 0.008, P = 0.0001, P = 0.001, and P = 0.0001, respectively). This study suggests that the type of repetition activity has no effect on knowledge retention both immediately following the activity and in the long term. It is concluded that the repetition of anatomical knowledge in any form is beneficial for students and will likely improve student outcomes in a curriculum that builds on prior knowledge.

Informal Science Educators: Understanding Their Goals for Preschool-Aged Audiences

Informal science educators’ (ISEs) work with young children has received limited attention in the literature. We investigated ISEs’ goals for preschool-aged audiences (3- to 5-year-old children), methods they describe for achieving these goals, and how ISEs understand young children as doing science in their venues. We interviewed 35 ISEs working at informal science venues across the USA. Using thematic analysis, we generated codes and categories through iterative analysis of the interview data set. Our findings suggest ISEs most often described affective goals, conceptual learning goals, and a goal of increasing young children’s awareness of nature and their world. ISEs frequently mentioned hands-on or active educational methods, creative experiences, and memorable experiences as ways they achieve their goals. Though science practices were rarely described as a goal for their preschool-aged audiences, ISEs believe young children are capable of participating in the practices of science and frequently described ways they provide opportunities for young children to participate in science practices, such as asking questions and collecting data. Our findings suggest a starting point for the field to understand how ISEs are working with and thinking about preschool-aged audiences, providing leverages for future professional development to support and strengthen ISEs’ professional practice in engaging this audience in doing science.

Comparing the Effect of Standardized Patient-Based Training with Team-Based Learning on the Midwifery Students` Skill in Taking History of Rape Victims

Background & aim: Accurate history-taking from sexual assault victims is the basis of correct diagnosis and treatment. Considering the serious consequences of sexual assault and the necessity of students’ training through active educational methods, this study was conducted to compare the effect of standardized patient-based training and team-based learning on the midwifery student’ skill of history-taking from the victims of sexual assault. Methods: This quasi-experimental study was conducted among 75 students of nursing and midwifery in Mashhad University of Medical Sciences, Mashhad, Iran. The subjects were randomly assigned to two groups of standardized patient-based training (38 students) and team-based learning (37 students). After holding a pre-test, each group trained separately for 2 hours. Post-test was held a week post-intervention. Data were collected using a questionnaire containing demographic data, educational profiles, and performance checklist. Data analysis was performed in SPSS software, version 4. Results: The groups were equal regarding demographic, educational, and occupational data. The average score of students’ history-taking skill at the post-intervention phase was 32.0±2.3 and 30.0±4.5 in the standardized patient-based training and team-based learning groups, respectively (P=0.015). There was a significant difference between the groups considering the increase of scores (P=0.039). Conclusion: The impact of using a standardized patient-based training approach on improving the skill of student in history-taking of sexual assault victims was more than team-based learning.

NON-GOVERNMENTAL ORGANISATIONS AS A FACTOR OF SOCIAL COMPETENCE FORMATION AMONG THE YOUTH

The topicality of the problem under study is the theoretical underpinning of forms and methods of social competence formation among the youth. The problem acquires its special value in public youth policy and youth work. The aim of the investigation is to make a disclosure on the essence of NGOs activity as a factor of social competence formation among the youth. The theoretical analysis of pedagogical, psychological, sociological and juridical literature; synthesis, contrast and generalization are the methods of our investigation. The main competencies which every citizen should acquire during lifetime have been identified in the article. Some aspects of social competence among the youth in process of NGOs activity have been analyzed. Moreover, the most essential personal traits («soft skills») that are of the paramount importance for life-sustaining activity, youth formation, their social conscience and competence formation have also been revealed. The role of the NGOs that deal with the youth has been determined. The introduction of interactive forms, methods, means of social competence formation is supposed to be essential and appropriate in activity of the NGOs .The various forms and methods of the NGOs activity which positively influence on the formation of important social skills have been considered. Project technologies, festivals, workshops, forums, training, olympiads, camps, meetings with mentors , international programs, online seminars, start-ups, business-incubators, schools and others belong to the platforms of work with young people. Non-governmental organizations can be seen as an important component of the integral educational system of society that provides social competence formation of personality on the basis of the clearly organized practice of introduction of active informal education forms and methods.

Comparative Study of Medical Ethics Curriculum in General Medicine Course in 10Selected Universities in the World

Background: The complexity of the current health system, the expansion of the range, and types of activities of the medical group members have caused the physicians to encounter daily with many ethical issues, and as a result, attention to the medical ethics curriculum in medical science universities ,in line with the increasing advances in science, has enhanced.The present study aimed to use the global experience through a comparative study of the medical ethics curriculum in a number of selected universities. Methods: This study compares the medical ethics curriculum in selected medical schools based on the Bereday model. .The top 10 Medical School, based on the Times Higher Education ranking system(THE),were selected , and the results presented in four levels of description, interpretation, juxtaposition , and simultaneous comparison . Results: This study showed that teaching medical ethics have various objectives in different medical schools and .A wide range of topics is taught in addition to using traditional teacher-centered strategies, such as lectures, new and active educational methods, such as discussion in small groups, independent student studies, and role play have been used. For assessing the student’s knowledge, written exams were the most used methods as well as measuring the students moral skills by self assessment tools and objective structured exams. Most of the medical schools adopted a multidisciplinary approach in teaching medical ethics. Conclusion: this comparative study showed that the medical ethics curriculum should adopt a student centered strategy and multidisciplinary approach to strengthen medical student’s ethical reasoning and decision making. Keywords: MEDICAL ETHICS, COMPARATIVE STUDY, CURRICULUM

Discovering Learning Style with Active Music Education Practices

This study was carried out to investigate the relation between active music education methods and learning style (LS) preferences of Erciyes University, Faculty of Fine Arts, music department students. The aim of the research is to discover primarily the LSs of participants. A test used with the participants that consisting of three categories and 20 questions, and identified with visual, auditory, kinesthetic, tactile LSs that they used online, were applied. A structured interview form has been implemented to understand the test data in depth. The results imply participants indicated that if active music education methods are applied, they will be more dominant and will teach more easily. Students who indicated that they were a system that affected LSs expressed a system of disciplined, prescriptive and active music education methods or individual examples in their immediate surroundings. Students who indicated that they did not have an affected system indicated the negative effects of their environment.&#x0D; &#x0D; Keywords: Elementary music, dun and dun learning styles, MAXQDA 11+.

Effect of Education on Promoting Oral Cancers Knowledge of High School Students in Zahedan

Background: Cancers depend on the patients’ lifestyles, including the use of tobacco and alcohol. Based on the available evidence, the majority of smokers form the habit when they are young adults. In fact, lifestyles are formed during the adolescence, but they can be modified by increasing the awareness of target groups. Objectives: The present study was undertaken to evaluate the effect of educational pamphlets on promoting the awareness of high school students in relation to oral cancers. Methods: In the present cross sectional study, 400 male and 400 female high school students were evaluated. The students were asked to fill out a standard questionnaire on oral cancer awareness. Subsequently, the educational pamphlets were distributed among the students. Three months after the distribution of the pamphlets, the same questionnaire was filled out by the same subjects. Results: There were no significant differences in knowledge scores between male and female students before the distribution of pamphlets, with scores of 5.6 ± 4.3 and 5.6 ± 1.7 in females and males, respectively (P = 0.96). Three months after the distribution of pamphlets, the knowledge scores of males and females had increased, with statistically significant differences. Conclusions: In the present study, despite the fact that the educational pamphlet was useful, it had low efficacy, which might be attributed to the more interesting nature of other more active educational methods, such as lectures or workshops for this age group.

The effect of blended training (programmed and lecture-based training) on learning health status assessment course among nursing students

Background: Checking the health status is one of the main components of nursing care. Failing to use active and learner-based educational methods might cause failures in analysis skills and clinical examinations.Objectives: This study was conducted in order to study the effect of blended training (programed and lecture-based training) on learning health status assessment course among nursing students.Design/Settings/Participants/Methods: Over a semi-experimental research with two post-test groups, 60 freshmen nursing students in two educational centers were selected through convenient sampling method and randomly placed in intervention (30 people) and control (30 people) groups. As for the intervention group, the instructor held four two-hour of health status course every week in blended method (programed and lecture-based education). The same content with the same number of sessions was delivered by the same instructor just through lecturing method. The tool used to collect data was a researcher-made test composed of two sections of demographic information and 40 multiple-choice questions. SPSS 15 and statistical tests such as chi-square and independent t were used to analyze the data.Findings: the average post-test scores of health status were obtained for both blended (11.50 ± 1.45) and lecture-based (10.55 ± 2.01) educational methods. Independent t test for groups indicated a statistically significant difference between the post-test results of the two groups (P = 0.04).Conclusion: blending lecture-based educational method and individual education methods such as programed education can enhance the learning quality of students.

Effect of SPIKES-based Education by Role Playing and Multimedia Approaches on Breaking Bad News Skills in Midwifery Students (a Comparison)

Summary Due to the diversity of midwives’ responsibilities, the skill to deliver bad news is a vital need, and therefore the teaching approach in this matter is of utmost importance. Thus, this study has been conducted with the purpose of comparing the effect of SPIKES-based education of skills needed for delivering bad news, using two different approaches of role playing and multimedia in midwifery students. This double-blind clinical trial was done on 90 midwifery students who were randomly assigned to three separate groups. Students’ skill in delivering bad news was recorded through a specific checklist before and after the educational intervention. The reliability and validity of this skill evaluation checklist was assessed and confirmed. The final data were analyzed using SPSS software. After educational intervention, role playing and multimedia groups have gained more skills compared to their previous conditions as well as the control group. The skill of delivering bad news did not show a significant difference in role playing and multimedia groups after intervention. The results showed that teaching the skills of delivering bad news using multimedia approach which was held as distance learning course would rival active educational methods such as role playing. Thus, it could be a suitable replacement for role playing methods in increasing the skill needed for delivering bad news.