Biannual Medical Education, Babol Univ Med Sci 1(1) Autumn, Winter 2012-2013 pp: 7-12

  Received: Dec 1^th 2012, Revised: Feb 13^th 2013, Accepted: Feb 15^th 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.