The effect of team-based learning on students' learning and motivation of Students of medical emergency in the triage lesson

Team-based learning is a kind of participatory and new learning. The aim of this study was to evaluate the impact of teaching by team-based learning on learning and the academic motivation of emergency medical students in the triage course.

 Materials & Methods:

 This semi-experimental study was conducted as a census in the second semester of 2017-2016 on associate students of medical emergencies in part of the content of the two-unit course of medical emergencies in disasters, which is related to triage in children and adults. To measure the amount of learning before and after the implementation of this method and also to measure the amount of memory before the beginning of the method, after the end of it and about six months later, the test was held and the scores were compared. The Harter Academic Motivation Questionnaire was also used to assess academic motivation before and after the course. To analyze the data, SPSS software version 19 was used with descriptive and analytical indicators such as pair-t-test at a significance level of less than 0.05.

 In this study, the mean scores of external motivation and students' motivation increased significantly compared to the before implementation of team-based learning methods(P value=0.03), and the scores of internal motivation increased compared to the previous one(P value=0.05). Comparison of the mean of the scientific score obtained from the triage course also showed that the average score of the students after the implementation of the team-based learning method was significantly higher than before implementation of team based learning (P value=0.01).

The results of this study showed that the use of TBL teaching method has increased the motivation and improved the learning of medical emergency students. Therefore, the use of this method is recommended in teaching students.