Background: Different studies have shown the inability of traditional Lecture method to active teaching method in concept transmitting of higher learning domain. The aim of this study was comparing the effects of feedback Lecture method and conventional Lecture method on learning and quality of teaching.Materials and methods: In quasi-experimental study, 27 Arak medical science midwifery students who were in fourth semester, randomly, were divided to two groups of “teaching by feedback Lecture” and “teaching by conventional Lecture”. Desired topic was presented by one teacher as a 90-minute Lecture in control group and as two 35-minute Lectures with 10-minute discussion after each part in case group. Informational form, and post test and student' opinion form were used respectively to identify the demographic characteristics, short term and long term learning and quality of teaching form.Results: Demographic characteristics, quality of teaching form student’s opinion, total scores of pre and post test were similar in two groups. Results of teaching score in post test in knowledge and perception level were similar. But there was a significant difference between application and analysis level in two groups (p=0.011). Also, total and domain scores of post test after a month were not different in both groups.Conclusion: Results indicated that learning by feedback Lecture can be more effective than conventional Lecture method in application and analysis domain.

Introduction: M ost of the knowledge acquired through lecturing is forgotten rapidly. As dentistry is becoming a more complicated field of study and as new techniques are introduced, the use of modern educational approaches to promote lifelong learning becomes necessary. This study is to compare cooperative teaching method and Lecture method in terms of their impact on students' learning and their satisfaction in school of dentistry in Shiraz University of Medical Sciences.methods: In this quasi experimental study sampling was census and all 9th semester students (60 students) taking theoretical orthodontics (I) were included. One topic, etiology of mandibular abnormalities, was taught to both randomly selected experiment & control groups.First, to assess knowledge & satisfaction of the students with Lecture methods for etiology, a pre-test was applied. Then both groups were taught, the control group received instruction through Lecture method and the experiment group formed 5-member subgroups and received instruction through cooperation. Then, both groups took a post-test. Data were analyzed through Wilcoxon and Mann-Whitney U using SPSS 12.Results: A significant difference was found between the mean scores of the students' satisfaction before and after applying the cooperative method. Also, there was a significant difference between the pre–test scores in the Lecture group and the cooperative group (p<0.001), but no significant difference was observed between post-test scores of the two groups (P=0.1).Conclusion: The study showed that cooperative teaching method could be useful in teaching dentistry students and could enhance their intrinsic motivation, which in turn could improve learning quality.

Introduction: Lecture and computer-based teaching are two important methods for the teaching of medical students. However, comparison of the effectiveness and efficacy of both of these methods shows substantial deficiencies. The aim of this study was to compare the effects of Lecture and computer-based teaching methods on the learning of medical students taking introduction to clinical medicine (ICM) courses at Isfahan University of Medical Sciences. methods: This study was a quasi-experimental research which was conducted in Isfahan University of Medical Sciences. Research population included students taking ICM courses in two consecutive semesters. The first group of students were assigned to the control group (n=67) and were taught rheumatology through in-class Lecture method while the second group of students (the intervention group) received computer-based teaching. For evaluation and comparison of the effects of the intervention on learning, two multiple-choice question tests were administered at the end of the training course and 8 weeks after the intervention. Results: No significant difference was found between the mean scores of the two groups in the first test (p=0. 77), but the difference in the second test was significant (p<0. 001). The computer-based teaching group performed better in recalling of the learning materials. Conclusion: Although short-term results were similar in both groups, long-term learning and recalling were greater with computer-based teaching than with Lecture.

Background: One way of developing nursing education is using new teaching methods. One of this student based methods that has been introduced recently is case-based teaching method. So the aim of this study was to assess the opinion of nursing students in the case of case-based teaching method and comparing it with Lecture method in Zanjan Faculty of Nursing and Midwifery in 2011.methods: This is a quasi-experimental study in which 30 senior nursing students spending the intensive care curriculum in Zanjan Faculty of Nursing and Midwifery were selected. The content of each session was divided in two parts. The first part was case-based teaching method and the second part was Lecture.Each of the methods were presented during 45 minute. At the end of the session, it was asked from student to compare two methods and fill the questionnaire. Data was analyzed with SPSS software.Results: According to the results, many of students completely agreed that case-based teaching method improved the reading comprehension skill of students as compared with Lecture. Also the results showed that most students were highly satisfied with this new method, while the mean satisfaction rate was 8.38±1.8 in 0-10 scale. But there were no differences between two sexes (p>0.05).Conclusion: According to the results we conclude that case-based teaching method has high efficacy as compared with Lecture. And this is simply an applicable method. So nursing instructors can use this method to promote student learning.

Introduction: Considering the importance of biochemistry for medical students, its deep and consistent learning, and motivating students for its learning, this study aimed to compare the effectiveness of problem based method with Lecture-based method in teaching metabolic biochemistry.methods: This is a quasi-experimental study.43 undergraduate nutrition students at Isfahan University of medical sciences were selected in 2009. After introducing the problem solving method to students, they formed some groups to study and search about the presented problem (i.e. pentose phosphate). Data collection was done using a valid questionnaire including motivation, learning and participation area. In addition, students took part in an exam including two types of questions related to traditional method and PBL. Data analysis was done through t-test and chi-square.Results: The 83.7 percent of the students appreciated the value and necessity of biochemistry as one of the most important courses in their curriculum. The student's satisfaction of applying varied educational methods for more effectiveness and better learning was about 88.4%. Student satisfaction with problem based method was 66.7%. The mean motivation and learning, and participation were 66±16, 68±16 and 70±17 respectively. There was no significant difference between student's exam scores in the traditional method and PBL.Conclusion: 83.7 percent of the students appreciated the value and necessity of biochemistry. Therefore, deep learning and motivation for its learning is necessary.88.4% agreed that using varied teaching method is important. The results showed that problem-solving methods encourage students’ motivation and improve life-long and deep learning.

Introduction. Programmed instruction (PI) and Lecture based learning have been compared in previous studies in the world, but due to special condition of education in nursing, the effects of these two methods have been less investigated in Iranian universities. This study attempts to compare the effect of these two educational methods on nursing students' learning about the basic principles of infection control. methods. In this quasi-experimental study, 103 second-year baccalaureate (B.S) nursing students were selected by purposive sampling and then were randomly assigned to two groups (52 in experimental using self-learning method and 51 in control group taught by Lecture method). Both groups were tested by similar pre and post tests and the content of teaching was the same for both of them but with different teaching methods. The experimental group was also given an opinionnaire about the programmed instruction at the end. Two weeks after the post-test, an unannounced test (delay test) was administered to both groups. The data were analyzed by SPSS software using frequency distribution, mean and standard deviation, t-test and paired t-test. Results. There was a significant difference between the pretest and posttest scores in both groups. Also, nursing students who completed an infection control programmed instruction, scored higher on post-test than those who attended the Lecture method class. The difference between the mean scores of post and delay tests was significant in experimental group but it didn't show a significant difference in the control group. The mean of the necessary time for studying modules was 35.6 minutes less than Lecture presentation, and 85.4% of students preferred PI method and found the content meaningful.Conclusion. This study showed that self-managed learning in the form of PI is an acceptable method for teaching the basic principles of infection control to nursing students. It is recommended to use this method more in education.

Introduction. Selecting the teaching method is an important stage in educational designing. After selecting the content and before determining the mean, teacher should determine the policy of teaching and in this decision should notice to "nature of learners", "subject content" and "time limits". One of the long historical method of teaching in educational systems is Lecture. Presented the principles, concepts and facts by instructor and verbal learning, listening and take notes from comprehensive are the fundamentals of this method; explaining and describing the phenomena by the teacher has a major role.Lecture method has the stages of readiness, introduction, content, text and conclusion that if this processes took place well, skillful and motivative will have high impact on learners.Conclusion. Considering the nature of the subject methods of Lecture, student interest, ability of learners and time limitations, teacher should somehow involves the students in class discussions to achieve the dynamicity and activity of the class.