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.

Introduction: TEACHING is very important in the educational system of medical universities. Improving the quality of education of medical students is not possible without changes in TEACHING techniques. So training can be very effective while using different TEACHING and learning methods. Objective: The present study was conducted to compare the effect of TEACHING THROUGH LECTUREs and debates on the learning and satisfaction of nursing students. Material and Methods: This study is a quasi-experimental study that was performed on 2 groups of nursing students in a maternal health lessons at Aja University. Sampling was performed by the census. The LECTURE method was performed in the control group and debate was applied for the test group. The student satisfaction questionnaire was used. Students’ scores at the end of the semester were an indicator of students’ learning in both methods. Finally, the data were analyzed using SPSS software version 16. Results: The findings showed that there was no significant difference between the final scores and satisfaction in two groups (P > 0. 05). There were significant difference between satisfaction, ease of receiving answers to questions, spending energy to participate in this method and motivating to the educational method items on two groups. Discussion and Conclusion: In this study, debate method did not improve students’ grades. It is suggested that this TEACHING method be used in the postgraduate courses of Aja Nursing School.

Introduction: TEACHING THROUGH group discussion is one of the student-oriented (centered) instructional methods. This study was performed to compare the effect of TEACHING THROUGH LECTURE and group discussion on nursing students' communication skills with patients in year 2008.Methods: This was a quasi experimental study performed on a population of 57 students of first (n=29) and third semester (n=28) of school of nursing and midwifery in year 2008. Students of each semester were divided into two groups of experiment and control. Two modules of medical surgical courses were taught to the students THROUGH LECTURE (for control group) and group discussion (experiment group). Students' skills of communication with patients in both groups were assessed once before instruction and once again after that. Data derived from two groups was compared and students' skills of communication were inscribed using a questionnaire containing 35 phrases in Likert's original 5-point scale.Results: Mean scores of skill of communication with patients before and after instruction were as 85.1 and 85.56 respectively in LECTURE group which demonstrate no significant difference; Mean scores of skill of communication with patients before and after instruction were as 84.7 and 91.33 respectively in group discussion cluster which revealed a significant improvement (p<0.05). The score of students' communication skills in two groups were similar before the instruction but students' communication skills were significantly higher in experiment group after the instruction.Conclusion: The results of this study showed that employing group discussion method helps to the development of nursing students' communication skills (areas of interactional skills and pursuing problems). Employing active educational methods and increasing students' involvement in discussions and contestations provides them with an opportunity to develop their communicational skills.

Background & Objective: It has been years that the traditional method of LECTURE is used for TEACHING and both teachers and students are unsatisfied with this method's tediousness and low efficacy. According to low experience in TEACHING theoretical clinical courses via student-based group discussion in small groups, this study was performed to compare learning resulted from the aforementioned method and LECTURE.Methods In this semi-experimental study, LECTURE and group discussion in small groups (6 to 8 members) were tested in theoretical course of pediatrics in four series of students in Zanjan School of Medicine. Some topics were taught using LECTURE while others were taught using student-based group discussion. At the end of all classes, quizzes were given to the students; the results from these quizzes and final exams were compared in both TEACHING methods.Results The mean percentage of correct answers in quizzes in methods of group discussion and LECTURE were 84% and 45%, respectively, which was significantly different (P=0.0001).The mean percentage of correct answers to the questions in final exams was 67% and 65% for group discussion and LECTURE accordingly while there was no significant difference(P=0.19).Conclusion: Regarding the results of this study and similar researches, learning via group discussion seems to be more profound and effective, but this profundity was not present in the final exam, which may be due to the defects in designing questions and emphasizing on students' memorized content.

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.

The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in TEACHING foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of TEACHING language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of TEACHING culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding TEACHING English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and TEACHING foreign language are put forward.

The purpose of the present study is comparison of the effectiveness of TEACHING THROUGH LECTURE methods, showing educational and integrated videos in the rate of learning biology. The statistical population was all 11th grade male students in the field of experimental sciences in Alborz city in the academic year 1397-1398, numbering 226 people. The selected statistical sample consisted of 60 people in three groups. The research was conducted by quasi-experimental method (pre-test-post-test). To determine the amount of learning from the academic achievement was used from test made by a researcher And to analyze data from descriptive and Inferential statistics. The research results showed that Students trained in the integrated method compared to the other two groups, got higher scores. There is a significant difference between their scores and the other two groups. So the integrated experimental intervention has increased the learning of biology.

The present research was conducted with the aim of comparing the effectiveness of TEACHING THROUGH PowerPoint versus giving a LECTURE on students' understanding of the content of the experimental science course. This research was conducted as a quasi-experimental research with a pre-test-post-test design. The statistical population of the present study included all the students of Babol city in the academic year of 1402-1401. In this research, due to the fact that a quasi-experimental design was used, the effort was to select 30 students from the student population as a sample and randomly divide them into two equal groups: experimental (15) and control (15). people), was replaced. The tool for collecting information was Toll's content comprehension questionnaire (2022). In the present study, covariance analysis was used to compare the effectiveness of TEACHING THROUGH PowerPoint versus giving a LECTURE on students' understanding of the content. The results of the research showed that the average understanding of the content in a group of students who were trained by the PowerPoint method is different from the group that was trained by the LECTURE method, and their content understanding score is higher. That is, TEACHING using the PowerPoint method has a significant effect on students' understanding of the content and increases their understanding of the content.

Background and Objective: Learning via the mobile phone, as a new stage of electronic learning, has been introduced to provide opportunities for transferring information and improving students learning. However, this has not been defined in medical education clearly. The present study was carried out to compare the effects of anatomy education THROUGH LECTURE and mobile phone.Materials and Methods: This quasi-experimental study with a pretest-posttest design was conducted with 62 medical students at Bushehr University of Medical Sciences in 2013. The students were selected THROUGH census method and were randomly divided into a control group (instructed by LECTURE) and an experimental group (instructed by mobile phone). To collect data, an achievement test was used which included 30 questions at three levels of anatomy knowledge. The effects of training were measured immediately after training and 4 weeks later. Data were analyzed THROUGH repeated measure ANOVA and independent t-tests with SPSS19 software.Results: The mean and standard deviation of scores in all learning levels in the LECTURE group before, immediately after and 4 weeks after training were respectively 12.03±2.822, 21.10±3.294 and 19.30±4.01 (P<0.001). They were 14.3±3.706, 21.13±4.416 and 21.33±3.177 in the mobile phone group. No significant difference was observed between the groups in the post-test (P=0.1), but there was a significant difference (P=0.03) between the scores of the two groups in the recall stage.Conclusion: Both methods are effective ways to improve learning and retain information, but education THROUGH the mobile phone is more effective for information retention.