مقایسه‌ی روش تدریس سخنرانی و PBL تعدیل شده در تدریس مبحث CCU از دیدگاه دانشجویان ترم 5 پرستاری دانشگاه علوم پزشکی زنجان

  Background and Objectives: Each community must take response from its educated persors. The knowledge and skills are taught in universities. Traditional teaching methods are lecturing methods and can'not transmit all of skills and knowledge to students, so new teaching methods, which are student pointed, are more useful. In this study, PBL teaching method In teaching of sections of CCU among semester 5 nursing students.were compared with traditiomal method.   Materials and Methods: %50 of sessions was taught by lecture method and %50 of sessions was taught by PBL method. There were 25 students in this study. Data was gathered with a questionary included 7 questions about of learning, depth of learning, student satisfaction and motivation teaching method.   Results: In general, all of students have evaluated the PBL as a better, method %31-92 of students evaluated the PBL as a more motivated method. %88.46 of them evaluated that attraction and satisfaction with PBL is more than lecture, %81.48 of students evaluated that rate depth of learning by PBL is better than lecture , %76 of students belived that PBL is more practical than lecture, %70.37 of students evaluated the PBL more learnable. %51.85 of students evaluated that they probably could take their exam easily by PBL teaching method. The students finally recommendation is that use of PBL teaching method is useful than lecture method (%70.37).   Conclusion: Special advantages of PBL include opportunity of critical thinking, memorial retention of material and skills, increasing amount of learning, practical use of theoretical material, increasing of motivation and attraction of students to class and lessons. It is better that universities provide more facilities and more opportunities to use of PBL teaching method, so universities can educate knowledgable and skillful students who can suitably respond to society health needs.