عنوان مقاله [English]
Student’s perception of many physiological phenomena is often seriously flawed. This means that students have faulty mental models of many things that we ask them to learn, andsuch conceptual difficulties are often referred to as misconceptions. Hence, the propose of present study was to identify the prevalence of misconception in left and right ventricular output and its stability of misconception in students’ mind. To achieve this, the 254 undergraduates in three different levels in medical education were asked to answer the question about the equality of the right and left ventricular output, and prevalence of misconception among each group of students was calculated; the percentage of incorrect answers among the students was also assessed by using a two-tailed comparison of the proportions. The results showed that the prevalence of misconception about comparison of left and right ventricular output ranged from 21 to 38%; the most prevalence of misconception were among emergency medical technician students, and the least in anesthesiology students; consequently, the most common misconception was that right ventricular output would be 75% rather than left ventricle. Accordingly, results indicated that even after studying the cardiophysiology curse and circulatory system, about 28% of students failed to correct this concept in their mind, hencethe need to change teaching strategies to prevent sustainability of misconceptions in students’ minds has been increasingly felt.