Introduction
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. This teaching method (1) has been reported to improve student’s knowledge and to increase their engagement and satisfaction out of learning. The methodology (2) consists of modules on various subjects that span three steps: self-reading preparation at home, in-class readiness assurance testing and application-focused exercise. TBL is based on four principles (3,4): students should be talented for this mission, accountable for their pre-learning, the assignment should promote team development and satisfaction and the students must receive immediate feedback on their work. Every meeting typically includes one module. The students get a clinical case and leading questions ahead, to prepare on this subject at home. Then, at the beginning of the class, the group has a knowledge quiz and afterwards split into 2 sub-groups. The partition is made randomly, equal number of students in each group. The students answer the quiz. Then, after brainstorming, the students in each group answer together the clinical case leading questions and write the acronyms on a board. Finally, all students from both groups gather and each group presents its answers and the entire group discusses the module together with the direction and emphasis of the tutor.
Values and knowledge education (VaKE) is a teaching method in which a “dilemma” (i.e. moral, ethical or medical) is used as a motivation and trigger of knowledge acquisition (5). The dilemma is presumed to further stimulate the students to engage, to take a further look for medical information in order to familiarize themselves not only with the clinical case, but also with the dilemma. Both teaching methods have been tested and have proven better than the classical exposure to “A Power Point lecture” (6).
The aim of this study was to evaluate the students’ knowledge achieved after participating in TBL vs. TBL+VaKE session on “diabetes in pregnancy” module. Furthermore, we evaluated the students’ positions in a series of opinion seeking questions in both educational approaches.