Comparing the effect of teaching based on problem solving method versus lecturing method regarding first diet therapy course for students of nutritional science

Introduction: while learning of the first diet therapy course is one of the most important issues, its teaching methods are important too. We aimed to compare the effect of teaching based on problem solving method versus lecturing method regarding first diet therapy course for students of nutritional science. Methods: This semi-experimental study was undertaken on 49 students of nutritional science in two semesters during 2008-2009 (25 students in the case group and 24 students in the control group). Similar sections were taught for both groups. The case group were taught using problem solving method, while control group were taught by lecturing with slide presentation. Pre-test and post-test evaluations were used to assessment of students' knowledge. Students' skill was evaluated by case study. The values were pointed between 0 to 20. Data analysis was done by SPSS software. Results: The mean of knowledge scores in post-test were significantly higher in the case group (16.5±4.5 vs. 13.0±4.5). The scores regarding the students' skill were 13.5±5.0 after teaching based on problem solving method and 17.5±5.5 after lecturing method (P=0.04). Conclusion: Teaching the " diet therapy I course" using problem solving technique was more successful than lecturing method for enhancing students' knowledge and skills. Considering this method for nutritional science student is recommended.