Effect of Modified Team Effect of Design (m-TED) and Lecture Teaching Methods on Students’ Satisfaction and their Learning in Lorestan University of Medical Sciences

Biannual Medical Education, Babol Univ Med Sci 1(1) Autumn, Winter 2012-2013 pp: 7-12 Received: Dec 1th 2012, Revised: Feb 13th 2013, Accepted: Feb 15th 2013. ABSTRACT BACKGROUND AND OBJECTIVE: In attention to teachers’ motivation, knowledge and confidence, facilitated learning, using of app...

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Autores principales:	Ali Farhadi, Ebrahim Fallahi, Shirin Ghazi
Formato:	article
Lenguaje:	FA
Publicado:	Babol University of Medical Sciences 2013
Materias:	ted method lecture method satisfaction academic performance Medicine R Education L
Acceso en línea:	https://doaj.org/article/9c94f114f8b24693b6379239a7fe8f9f
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spelling	oai:doaj.org-article:9c94f114f8b24693b6379239a7fe8f9f2021-11-24T09:04:15ZEffect of Modified Team Effect of Design (m-TED) and Lecture Teaching Methods on Students’ Satisfaction and their Learning in Lorestan University of Medical Sciences2322-49402345-5497https://doaj.org/article/9c94f114f8b24693b6379239a7fe8f9f2013-03-01T00:00:00Zhttp://mededj.ir/article-1-21-en.htmlhttps://doaj.org/toc/2322-4940https://doaj.org/toc/2345-5497Biannual Medical Education, Babol Univ Med Sci 1(1) Autumn, Winter 2012-2013 pp: 7-12 Received: Dec 1th 2012, Revised: Feb 13th 2013, Accepted: Feb 15th 2013. ABSTRACT BACKGROUND AND OBJECTIVE: In attention to teachers’ motivation, knowledge and confidence, facilitated learning, using of appropriated teaching method has most effectiveness on teaching and learning. The aim of this study was to comparemodified Team Effect of Design (m-TED) teaching method and lecture method on students’ performance and their satisfaction in nutrition students of Lorestan university of medical sciences. METHODS: In this quasi experimental study, students in diet therapy 1(first course 89-90) and 2 (second course 89-90) were evaluated.In first course, diet therapy (1) was taught by m-TED for 8 sessions and else 8 sessions was taught by lecture method. This process was reverse for diet therapy (2) in second course.For measuring satisfaction, satisfaction questionnaire was used. The questionnaire was completed after each 4 session by students. Multiple choice question (MCQ) was carried out as midterm exam and final exam for both two course. Mann-Whitney U and repeated measure test were included for data analyses. FINDINGS: Mean of mark for m-TED teaching method and lecture method had not significant difference (t=-0.61, p=0.54). Mean of mark for m-TED teaching method was 6.14±0.98 and for lecture method was 6.32±0.6. The mean score of the m-TED method students’ satisfaction (45.30±3.98) was higher than lecture method(32.6±6.54) (p=0.0001). CONCLUSION: The study showed that m-TED teaching method could be useful in teaching nutrition student and could enhance their intrinsic motivation, which in turn could improve learning quality.Ali FarhadiEbrahim FallahiShirin GhaziBabol University of Medical Sciencesarticleted methodlecture methodsatisfactionacademic performanceMedicineREducationLFAآموزش پزشکی, Vol 1, Iss 1, Pp 7-12 (2013)
institution	DOAJ
collection	DOAJ
language	FA
topic	ted method lecture method satisfaction academic performance Medicine R Education L
spellingShingle	ted method lecture method satisfaction academic performance Medicine R Education L Ali Farhadi Ebrahim Fallahi Shirin Ghazi Effect of Modified Team Effect of Design (m-TED) and Lecture Teaching Methods on Students’ Satisfaction and their Learning in Lorestan University of Medical Sciences
description	Biannual Medical Education, Babol Univ Med Sci 1(1) Autumn, Winter 2012-2013 pp: 7-12 Received: Dec 1th 2012, Revised: Feb 13th 2013, Accepted: Feb 15th 2013. ABSTRACT BACKGROUND AND OBJECTIVE: In attention to teachers’ motivation, knowledge and confidence, facilitated learning, using of appropriated teaching method has most effectiveness on teaching and learning. The aim of this study was to comparemodified Team Effect of Design (m-TED) teaching method and lecture method on students’ performance and their satisfaction in nutrition students of Lorestan university of medical sciences. METHODS: In this quasi experimental study, students in diet therapy 1(first course 89-90) and 2 (second course 89-90) were evaluated.In first course, diet therapy (1) was taught by m-TED for 8 sessions and else 8 sessions was taught by lecture method. This process was reverse for diet therapy (2) in second course.For measuring satisfaction, satisfaction questionnaire was used. The questionnaire was completed after each 4 session by students. Multiple choice question (MCQ) was carried out as midterm exam and final exam for both two course. Mann-Whitney U and repeated measure test were included for data analyses. FINDINGS: Mean of mark for m-TED teaching method and lecture method had not significant difference (t=-0.61, p=0.54). Mean of mark for m-TED teaching method was 6.14±0.98 and for lecture method was 6.32±0.6. The mean score of the m-TED method students’ satisfaction (45.30±3.98) was higher than lecture method(32.6±6.54) (p=0.0001). CONCLUSION: The study showed that m-TED teaching method could be useful in teaching nutrition student and could enhance their intrinsic motivation, which in turn could improve learning quality.
format	article
author	Ali Farhadi Ebrahim Fallahi Shirin Ghazi
author_facet	Ali Farhadi Ebrahim Fallahi Shirin Ghazi
author_sort	Ali Farhadi
title	Effect of Modified Team Effect of Design (m-TED) and Lecture Teaching Methods on Students’ Satisfaction and their Learning in Lorestan University of Medical Sciences
title_short	Effect of Modified Team Effect of Design (m-TED) and Lecture Teaching Methods on Students’ Satisfaction and their Learning in Lorestan University of Medical Sciences
title_full	Effect of Modified Team Effect of Design (m-TED) and Lecture Teaching Methods on Students’ Satisfaction and their Learning in Lorestan University of Medical Sciences
title_fullStr	Effect of Modified Team Effect of Design (m-TED) and Lecture Teaching Methods on Students’ Satisfaction and their Learning in Lorestan University of Medical Sciences
title_full_unstemmed	Effect of Modified Team Effect of Design (m-TED) and Lecture Teaching Methods on Students’ Satisfaction and their Learning in Lorestan University of Medical Sciences
title_sort	effect of modified team effect of design (m-ted) and lecture teaching methods on students’ satisfaction and their learning in lorestan university of medical sciences
publisher	Babol University of Medical Sciences
publishDate	2013
url	https://doaj.org/article/9c94f114f8b24693b6379239a7fe8f9f
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Effect of Modified Team Effect of Design (m-TED) and Lecture Teaching Methods on Students’ Satisfaction and their Learning in Lorestan University of Medical Sciences

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