Study educational methods in learning of histological Lab

The methods of medical education have been changing in recent decades and teaching is replaced by student''s learning. Based on these changes this study carried out to compare effect of traditional teacher based and joined methods in learning of histological lab. This descriptive-cross sectional study was performed in two successive groups of medical students of Guilan University of medical sciences. In group one، eighty six medical students who entered university in 2008 were divided into four 20-22 student’s cluster and in group two، 77 medical students who entered university in 2009 were divided into five 15-16 student’s clusters. First groups was taught traditional method to see histological slide under microscope and the other was taught joined method based through small groups and discuss about histological slides، solving a problem، and increase motivation and group works. The headings of the lesson were the same for the two groups. The end of their semesters، students were evaluated through an OSCE for measuring histological lab competency. Data was analyzed by SPSS software using t-test and chi-square tests. Data analysis indicated that the mean and standard deviation score of histological lab in joined group (14. 7، SD= 2. 93) was significantly higher than traditional group (13. 14، SD= 3. 55) (p=0. 02). Also the chi-square analysis of mean score for the areas under investigation including A (17-20)، B (14-16. 99)، C (12-13. 99)، D (10-11. 99) and F (0-9. 99) showed significant difference between two groups. The results showed that the joined method could be regarded as an effective method for histological lab learning. It may be due to several factors، including team working with the participation of students and increasing motivation.