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Values and Knowledge Education combined with Team Based Learning for medical students.
  • +2
  • Yuri Perlitz,
  • Yakir Lidani,
  • Izhar Ben- Shlomo,
  • Moshe Ben Ami,
  • Nomy Dickman
Yuri Perlitz
The Baruch Padeh Medical Center, Poriya. Affiliated to the Faculty of Medicine in the Galilee. Bar-Ilan University Safed, Israel.
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Yakir Lidani
Bar-Ilan University
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Izhar Ben- Shlomo
The Baruch Padeh Medical Center, Poriya. Affiliated to the Faculty of Medicine in the Galilee. Bar-Ilan University Safed, Israel.
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Moshe Ben Ami
The Baruch Padeh Medical Center, Poriya. Affiliated to the Faculty of Medicine in the Galilee. Bar-Ilan University Safed, Israel.
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Nomy Dickman
Bar-Ilan University
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Abstract

Background: Team-based learning (TBL) is a structured form of small-group learning for students which emphasizes out-of-class preparation towards guided application of knowledge in class. Values and knowledge education (VaKE) is a teaching method in which a “dilemma” is used as a motivation and trigger of knowledge acquisition. The goal of this study was to compare and evaluate medical students’ knowledge and achievements in a combination of these two methods (TBL+VaKE) vs. TBL alone. Methods: Every academic year we teach 3-4 groups of 8-10 medical students in each group, at their 5th year of MD studies. We recruited all groups of students since we started the study and alternately used one of the educational approaches on them, TBL or TBL+VaKE. Our study’s module was “diabetes in pregnancy”. Results: On all issues, the TBL+VaKE received higher scores. The difference for “complexity of decision making” question reached statistical significance. Furthermore, when we compared the two groups questionnaire answers, we detected statistical significance of p=0.02 (T test) for the difference between the two sets of scores. Conclusions: “Diabetes and pregnancy” module for 5th year meducal school students had better knowledge acquisition when a moral dilemma was added to the module (TBL+VaKE vs TBL).