Designing, Implementation and Evaluation of Bacteriology Courses in Active-Collaborative Learning by Using the Complete-Form Workbook

Abstract

Background & Objectives: One of the most important elements in SPICES model is student-centered education. Taking notes is one of the simplest ways to increase student interaction and participation in learning. The purpose of this project was to design, implement, and evaluate an active-interactive education model in teaching the bacteriology course. Materials & Methods: This project was carried out in three stages including design, implementation and evaluation. At the design stage, the outline of the program was determined through meetings with faculty members from Microbiology and Infectious Diseases departments; the curriculum-based workbook was designed based on a mind map form; then, teaching was based on the workbook and student participation in the classes. Finally, project evaluation was done by completing the evaluation form by students and then statistical analysis was performed. Results: Statistical results comparing the students of Medicine and Laboratory Science showed the highest student satisfaction with using book and suggestion of using book for other courses, and least satisfaction with graphical suitability and structural design in both groups. Significant differences between the two groups were found to be statistically significant for the students of Medicine compared to the students of the Laboratory Science (p = 0.049). Conclusion: The use of filling-out form textbooks has an important role in enhancing students' interaction and participation in Medical Bacteriology education. It is suggested that a similar structure to this book be explored to teach other Microbiology courses.

Keywords

• student-centered
• note-taking
• bacteriology
• educational model