https://doi.org/10.4103/jnms.jnms_61_18

The effect of teaching on team-based learning and group discussion on learning and academic motivation of operating room students in the technology of gastrointestinal surgery lesson

authors:

avatar Zahra Aliakbarzadeh Arani 1 , 2 , avatar Mahsa Haji Mohammad Hoseini 3 , * , avatar Leila Ghanbari Afra 4 , avatar Maede Mohammadzade 5

Department of Operating Room, School of Paramedical, Qom University of Medical Sciences, Qom, Iran
Department of Gerontology, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
Department of Emergency Medicine, School of Paramedical, Qom University of Medical Sciences, Qom, Iran
Department of Critical Care Nursing, School of Nursing and Midwifery, Kamkar‑Arabniya Hospital, Qom University of Medical Sciences, Qom, Iran
Department of Information Technology, Azad University of Tehran, Tehran, Iran
Journal of Nursing and Midwifery Sciences: Vol.6, issue 2; 72-77
published online: May 31, 2019
article type: Research Article
received: January 02, 2019
accepted: February 16, 2019

How To Cite Aliakbarzadeh Arani Z, Haji Mohammad Hoseini M, Ghanbari Afra L, Mohammadzade M. The effect of teaching on team-based learning and group discussion on learning and academic motivation of operating room students in the technology of gastrointestinal surgery lesson. J Nurs Midwifery Sci. 2019;6(2):e141127. https://doi.org/10.4103/jnms.jnms_61_18.

Abstract

Context: Using of varied teaching methods may be effective in motivating to learn better.
Aims: The present study aimed to compare the effect of teaching based on team-based learning (TBL) and group discussion methods on academic motivation and learning of operating room students in the technology of gastrointestinal surgery lesson in Qom University of Medical Sciences.
Settings and Design: This semi-experimental study was conducted among two groups of continuous and discontinuous undergraduate course students of operating room in Qom University of Medical Sciences in 2016–2017. The sampling method was the census. A combination of the TBL method and lecture was conducted randomly among group of continuous undergraduate course students (21 persons) and group discussion among discontinuous undergraduate course students (14 persons).
Material and Methods: Hartler’s motivation questionnaire completed by the students at the first and last semesters. The test was also carried out immediately after the end of the term and four months after that.
Statistical Analysis Used: Data were analyzed using frequency, percent, and independent and paired t-test in SPSS 13 software.
Results: Comparison of educational motivation score in both groups before and after the intervention was not significant (P > 0.05). Academic motivation, after the intervention, was significant in both groups (P > 0.05). Comparison of scores did not differ between the two groups immediately after training and 4 months later (P > 0.05).
Conclusions: Considering the lack of significant difference between TBL and group discussion in learning and increasing the level of academic motivation of students due to the use of these two methods, it is suggested that TBL and the group discussion replace with the common teaching methods, including lectures.

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