Investigating the Effect of Task Based Learning on the Satisfaction of Otolaryngology Medical Interns at Tehran University of Medical Sciences

Document Type : Original article

Authors

1 Medical Sciences Education Research Center, Mashhad University of Medical Sciences, Mashhad, Iran

2 Department of E-Learning in Medical Education, Center of Excellence for E-Learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran

3 Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran

4 Otorhinolaryngology Research Center, AmirAlam Hospital, Tehran University of Medical Sciences, Tehran, Iran

10.22038/nnj.2026.94934.1545

Abstract

Background and Aims: Effective clinical education is a fundamental component in training competent physicians. However, traditional teaching methods are often unable to adequately bridge the gap between theoretical knowledge and practical skills. Task‑based learning, as an active learning approach that focuses on performing real clinical tasks, may help reduce the gap between theory and practice. This study aimed to investigate the effectiveness of task‑based learning on the satisfaction of medical interns in the Department of Otolaryngology at Amir‑Aalam Hospital, Tehran.
Materials and Methods: This descriptive–survey study was conducted on 20 medical interns in the Department of Otolaryngology. Five essential clinical skills, including ear examination, ear irrigation, nasal packing, control of active epistaxis, and suturing, were taught based on the three‑phase framework of task‑based learning (pre‑task, during‑task, and post‑task). Data were collected using an 11‑item satisfaction questionnaire based on a five‑point Likert scale, the validity and reliability of which had been confirmed. Data analysis was performed using SPSS software version 21.
Results: Among the participants, 65% (n=13) were female and 35% (n=7) were male. The findings indicated that all interns reported a high level of satisfaction with task‑based learning and considered this method more effective than conventional clinical teaching methods.
Conclusion: Task‑based learning can be considered an effective and practical approach for improving the quality of clinical education among medical interns.

Keywords

References

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Navid No
Volume 28, Issue 96
March 2026
Pages 52-61

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