Effect of Evidence-Based Teaching by Problem Solving Approach on Scientific Resources Search, Health Principles Knowledge and Teaching Satisfaction

Aims To promote critical thinking and job abilities, medical students need skills of evidencebased approach. The appropriate teaching method in “evidence-based education” is uncertain. The purpose of the present research was to evaluate the effect of evidence-based teaching by problem solving approach on learning to search scientific resources, health principles knowledge and teaching satisfaction. Methods In this quasi-experimental study, third semester nursing students at Birjand University of Medical Sciences were selected through census method in 2009. To teach health lesson, samples were divided, at random, into two equal groups of 38 experimental and control students. Two data collection instruments at the beginning and the end of the study were used and the scores of scientific resources search, health principles knowledge and students’ satisfaction of teaching were measured. Data were analyzed by SPSS16 software using Chi-square, independent-T and paired-T tests. Results The mean of total score of students’ knowledge and scientific resources search in experimental group after intervention was higher than the control group significantly. The mean of total score of students’ teaching satisfaction in experimental group from evidence based teaching with problem solving approach was significantly higher than group discussion and lecture based teaching in the control group. Conclusion According to the students’ group activities as well as monitoring and ongoing support of lecturer from students’ learning activities, the use of problem solving approach in evidence-based teaching can promote students’ access to scientific resources, teaching satisfaction and their learning of health principles. A B S T R A C T A R T I C L E I N F O