Parastoo Rad - Department of Midwifery, Faculty of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran
Amrollah Roozbehi - Department of Anatomy, Faculty of Medicine, Yasuj University of Medical Sciences, Yasuj, Iran
Hamdollah Delaviz - Cellular and Molecular Research Center, Yasuj University of Medical Sciences, Yasuj, Iran

Background: There are some debate on which teaching methods is most useful for embryology course. Small group discussion (SGD) were used to working together, integral to learning developing intellectual skills and interactive learning experience. Study design: The 72 medical students for embryology course were randomized equally to the SGD (group I) and usual lecture based teaching (LBT), (group II) in general embryology course. The position of both groups changed in systems-base embryology. A pre-test and two of post-tests (beginning; midterm for general embryology; final for systems-base embryology) were used to assess embryology knowledge of students with using an independent t-test. The questionnaire were designed to collect the attitudes of the students about the SGT. Results: Results showed no significant difference of the mean score between two groups from the pre-test. The mean score of the SGD group compared the LBT group significantly increased in general embryology (17.9±2.2, n=33 vs. 15.3±1.1, n=35) and in system-base embryology (17.5±1.2, n=31 vs. 14.3±3.2, n=32). Based on the questionnaires data, SGT was useful for effective interactivity (87.85%) and interpret the congenital disease. Students interested to use of the SGD in other course (86.47%) and they agreed (87.8%) traditional teaching methods is better for learning embryology. Conclusions: The SGT creating more collaboration, good performance, active participation, improves the anatomy knowledge and attitudes of students. Result suggested we will use of this teaching strategy in our university

Small group discussion, medical students, embryology