عنوان مقاله [English]
نویسندگان [English]چکیده [English]
Background: Identifying the students of the styles learning of anatomy is one of the most important leaning processes for applied anatomy in clinic. Therefore, the methods of the teaching of anatomy are undergone unavoidable changes in the last decades entire the world. For example, the contents of the course have been integrated with regional and systemic anatomy for better educational outcome. Among some methods for teaching of the anatomy traditional lecturing and modern problem based learning (PBL) were compared and evaluated. The purpose of the present study was to identifying the students of the styles learning of anatomy of methods problem based learning and lecturing
Material and Methods: A descriptive analytical study was conducted on 142 of the medical basic science students. They were included of 51 male and 91 female at the Sabzevar University of medical sciences. The course of general anatomy was doing lecturing then separately instructed to the small groups (n=6) of the students on aim lesson course and plan by PBL method. A questionnaire consists of a check list to find the students' views and attitude was used. The collected data were analyzed using SPSS software (version11.5). For determining any significant differences chi-square and ANOVA tests were performed and were considered significant when P value was less than 0.05.
Results: the average age of the students was 19.75± 1.40 in the males whereas it was 19.25± 1.36 in the females. There was a significant difference between the first selected in the learning process learning styles students with of lecturing and PBL (P < 0.01) methods. Therefore was no significantly between hearing and objective style students with of lecturing and PBL methods in the learning process(P=0.1,P=0.79) respectively. The motor style was first selected in anatomical learning by students.
Conclusion: The results showed that for undergraduate students of learning motor style in educational anatomy was more efficient better outcome compared with hearing and watching in lecturing or PBL methods.