The Effect of Problem-Solving Teaching through A Flipped-Learning Pattern on the Capability of Problem-Solving Styles of Students of Mashhad University of Medical Sciences
| Autor: | Shila Soleymani, Khadijeh Aliabadi, Ismaiil Zaraii Zavaraki, Ali Delavar |
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| Jazyk: | perština |
| Rok vydání: | 2022 |
| Předmět: | |
| Zdroj: | مجله ایرانی آموزش در علوم پزشکی, Vol 22, Pp 248-255 (2022) |
| Druh dokumentu: | article |
| ISSN: | 1608-9359 1735-8892 |
| Popis: | Introduction: Considering the problems of traditional teaching methods in promoting the professions of medical students and the urgent need of this group to update their knowledge, educational methods should be adopted that can enhance students' reasoning, judgment, and decision-making. Therefore, this study investigates the effect of the problem-solving teaching through flipped-learning pattern on the capability of their problem-solving styles. Methods: This quasi-experimental study is pre- and post-test. The statistical population was students of medical sciences at Mashhad University of Medical Sciences. It performed during 14 periods in two control and experimental groups at Aladdin English Center in Mashhad. Participants were 120 individuals available by random replacement. To collect data, a questionnaire taken from other studies was first administered to the two groups as a pre-test. Then, in the control group, the teaching method was in traditional, and in the experimental group, it was under the problem-solving teaching through flipped-learning pattern. The effect of this teaching method was investigated by comparing the post-test scores of the two groups. Data analysis was performed through descriptive statistics. Results: According to the findings, mean and standard deviation results were 5.05±15.62 obtained in the pretest of constructive problem-solving styles and 1.61±20.78 in non-constructive. Meanwhile, they were 5.86±17.16 in constructive and 2.44±21.86 in non-constructive in the post-test of the control group. The same cases in the experimental group were 2.95±12.66 in the pretest of constructive problem-solving styles and 0.91±19.76 in non-constructive, changing to 6.59±18.68 in the post-constructive and 2.81±22.4 for the non-constructive. Conclusion: Learning in this way is one of the basic needs of today's education at all levels. Considering the benefits such as enhancing analytical thinking, critical thinking, creativity, confidence in decision making, and problem-solving, it can be used as a complementary method alongside traditional teaching methods. |
| Databáze: | Directory of Open Access Journals |
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