Contingency Teaching Based on the Teaching–Learning Strategies: Application of Lecture, Problem Solving and Problem-Based Learning in Graduate Parasitology

Abstract

This study aimed to select the appropriate strategies and methods to teach theoretical and practical parasitology in the formal training phase of master course. Study population was 13 parasitology students nested in two master courses in Iran University of Medical Sciences. The course with eight members was selected by available sampling. Regarding expert’s opinions, 18 syllabuses of parasitology curriculum were divided into three equivalent packages and assigned randomly to the teaching methods. All syllabuses were taught and tested (pre, post and usage) by a trained team, distinctly in class and lab. Operational definition of the methods confirmed lecturer/student roles. Lecture: presenting/questioning; problem solving (PS): presenting and designing a problem/solving the problem; problem-based learning (PBL): designing a problem/ learning and solving the problem. Data were analysed by prizm 5 software and Friedman, paired t-test, Wilcoxon and Mann–Whitney tests (CI=95%). In the class, lecture (5.5±0.267), PBL (5.375±0.596) and PS (4.375±0.461) ranked by pre–post differential score (concurrent learning). Also, lecture (4.929±0.0714), PBL (4.75±0.250) and PS (3.607±0.461) showed the same rank in the usage exam. In the lab, PBL (6.125±0.398), PS (5.25±0.453) and lecture (4.75±0.526) in the concurrent learning and PBL (3.178±0.323), PS (2.865±0.322) and lecture (2.5±0.271) in the usage exam were ordered. Significant differences between class and lab in overall usage exam, lecture and PBL were detected. Synchronised with student’s growth in the training phase of parasitology master course: lecture, PS, PBL and then job internship are gradually recommended before starting research phase.