Volume 12, Issue 3 (2024)
Health Educ Health Promot 2024, 12(3): 383-388 |
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Sadati L, Edalattalab F, Nouri Khaneghah Z, Karami S, Khalilnejad M, Abjar R. Comparing Student-Centered Teaching Methods in Virtual Education; Interactive Lectures vs. Jigsaw Puzzles. Health Educ Health Promot 2024; 12 (3) :383-388
URL: http://hehp.modares.ac.ir/article-5-74948-en.html
URL: http://hehp.modares.ac.ir/article-5-74948-en.html
1- Department of Operating Room, School of Paramedical Sciences, Alborz University of Medical Sciences, Karaj, Iran
2- “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran
3- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
2- “Center for Educational Research in Medical Sciences (CERMS)” and “Department of Medical Education, School of Medicine”, Iran University of Medical Sciences, Tehran, Iran
3- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
Abstract: (259 Views)
Aims: This study compared two innovative teaching methods, including interactive online lecture-based versus online jigsaw puzzle-based instruction for surgical technology education in a virtual environment.
Materials & Methods: This quasi-experimental pre-post single-group design was conducted on 42 undergraduate surgical technology students at Alborz University of Medical Sciences. Topics in a general surgical technology module were divided into two sections and taught using these methods. Learning and retention were assessed using 40-item multiple-choice questions in the pre- and post-test stages. Academic enthusiasm was evaluated using a standard 15-item questionnaire.
Findings: Participants’ mean age was 20.26±0.63 years, with a GPA of 16.43±0.94. The interactive online lecture-based group demonstrated significantly higher learning gains than the online jigsaw puzzle-based group (p=0.02, z=-2.20, d=3.41). No significant between-group differences emerged in retention (p=0.95, t=0.05, d=0.013). For academic enthusiasm, the interactive online lecture-based group showed higher behavioral engagement compared to the online jigsaw puzzle-based group (p=0.005, t=2.87), but no other differences were noted.
Conclusion: Interactive online lectures lead to superior learning outcomes, supporting the transition of traditional techniques online with interactivity. However, virtual jigsaw puzzles exhibit weaker educational effects, potentially due to coordination challenges.
Materials & Methods: This quasi-experimental pre-post single-group design was conducted on 42 undergraduate surgical technology students at Alborz University of Medical Sciences. Topics in a general surgical technology module were divided into two sections and taught using these methods. Learning and retention were assessed using 40-item multiple-choice questions in the pre- and post-test stages. Academic enthusiasm was evaluated using a standard 15-item questionnaire.
Findings: Participants’ mean age was 20.26±0.63 years, with a GPA of 16.43±0.94. The interactive online lecture-based group demonstrated significantly higher learning gains than the online jigsaw puzzle-based group (p=0.02, z=-2.20, d=3.41). No significant between-group differences emerged in retention (p=0.95, t=0.05, d=0.013). For academic enthusiasm, the interactive online lecture-based group showed higher behavioral engagement compared to the online jigsaw puzzle-based group (p=0.005, t=2.87), but no other differences were noted.
Conclusion: Interactive online lectures lead to superior learning outcomes, supporting the transition of traditional techniques online with interactivity. However, virtual jigsaw puzzles exhibit weaker educational effects, potentially due to coordination challenges.
Article Type: Original Research |
Subject:
Technology of Health Education
Received: 2024/05/5 | Accepted: 2024/08/28 | Published: 2024/09/5
Received: 2024/05/5 | Accepted: 2024/08/28 | Published: 2024/09/5
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