The effect of Team Based Learning and Classical Lecture on the Knowledge and Attitudes of Midwifery Students in the Course of Midwifery Emergency

Team-based learning (TBL) is a new teaching strategy in participatory and active learning that uses  in individual  or groups of students in problem-solving method. This study aimed to compare the effect of two methods of teaching classical lecture and TBL method on midwifery students´ knowledge and attitude in midwifery emergencies course.

In this clinical trial, post-test evaluation was conducted on 30 undergraduate midwifery students of Zahedan University of Medical Sciences. The students were divided into two groups according to grade point average and then were randomly assigned to the groups of  teaching,  classical lecture (15 students) and the other group teaching to TBL (15 students). Educational intervention for each group was done separately for 2 hours in 5 sessions. The effect of methods assessed on the attitude by a 20-item questionnaire and on the knowledge by the final exam which was completed in 5 sessions in both methods. Data were analyzed using independent t-test  by SPSS.

Results showed a significant difference between the mean scores of knowledge in lecture group (16/95) and TBL group (22.53) (t = 6.07, P <0.001). Same trends occurred between the mean scores of individual assessment in TBL group (23.60) and group evaluation (25.80) (t = 7.35, P <0.001). There was a significant difference between the mean scores of students' attitudes in lecture group (34.53) and TBL group (78) in favor of TBL (P <0.001, t = 15.749).

Based on findings, TBL enhanced the knowledge and the positive attitude of the students.  Therefore, teachers should be encouraged to use this method especially for the midwifery student for particular lessons.