Volume 3, Issue 2 ( Journal of Clinical and Basic Research (JCBR) 2019)
jcbr 2019, 3(2): 14-20 |
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1- Department of Anesthesiology, Faculty of Paramedicine, Golestan University of Medical Sciences, Gorgan, Iran
2- Department of Biostatistics and Epidemiology, Faculty of Health, Golestan University of Medical Sciences, Gorgan, Iran
2- Department of Biostatistics and Epidemiology, Faculty of Health, Golestan University of Medical Sciences, Gorgan, Iran
Abstract: (3399 Views)
Background and objectives: Promoting and influencing the formation of professional behavior is one of the most challenging issues in education. The purpose of this study was to compare effects of context-based learning (CBL) and cooperative learning on professional behavior and critical thinking of anesthesiology students.
Methods: This was a semi-experimental study that was conducted on 42 third and fifth semester anesthesiology students who were divided into a CBL group (n=21) and a collaborative learning group (n=21). Data were collected before the intervention and one week and a month after the intervention using a questionnaire designed by Goze et al. and the Ricketts' Critical Thinking Disposition Inventory. The collected data were analyzed with SPSS (version 16) using the generalized estimation equation method, the Chi-square test, independent T-test and the Mann–Whitney U test. A p-value of less than 0.05 was considered statistically significant.
Results: After the intervention, the mean score of professional behavior and critical thinking did not differ significantly between the two groups (P>0.05), but time had a significant impact on the mean score of professional behavior and critical thinking of the students (P<0.05). Moreover, the mean score of critical thinking increased over time in both groups and then remained constant. The mean score of professional behavior increased over time in both groups but decreased later in the CBL group.
Conclusion: The implementation of both learning approaches is equally effective in improving students' attitude toward professional behavior and critical thinking.
Methods: This was a semi-experimental study that was conducted on 42 third and fifth semester anesthesiology students who were divided into a CBL group (n=21) and a collaborative learning group (n=21). Data were collected before the intervention and one week and a month after the intervention using a questionnaire designed by Goze et al. and the Ricketts' Critical Thinking Disposition Inventory. The collected data were analyzed with SPSS (version 16) using the generalized estimation equation method, the Chi-square test, independent T-test and the Mann–Whitney U test. A p-value of less than 0.05 was considered statistically significant.
Results: After the intervention, the mean score of professional behavior and critical thinking did not differ significantly between the two groups (P>0.05), but time had a significant impact on the mean score of professional behavior and critical thinking of the students (P<0.05). Moreover, the mean score of critical thinking increased over time in both groups and then remained constant. The mean score of professional behavior increased over time in both groups but decreased later in the CBL group.
Conclusion: The implementation of both learning approaches is equally effective in improving students' attitude toward professional behavior and critical thinking.
Keywords: Education, professional behavior, critical thinking, cooperative learning, context-based learning
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