Results
This was a prospective study. Between November 2017 – January 2019 we
guided 7 groups of students who passed the diabetes and pregnancy
module, 23 in the TBL group and 30 in the TBL+VaKE, a total of 53
students. In table 1 we present the mean + standard deviation results
for the student’s answered questionnaire. 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. We compared the two groups final test marks at the end of the
module, and detected no change, 68% success rate in both. In the
questionnaire, for each question, a line for free verbally answer was
added, in addition to three more open questions. These findings were
evaluated by a qualitative analysis showing aspects that emerged from
students’ responses. The results are presented in table 2. The students
rated the TBL+VaKE learning method slightly more favorable in: group
work, high-level thinking, the complexity of decision making, impact on
other areas beyond knowledge and degree of satisfaction. Examples for
both positive and negative statements for both learning methods are
presented in table 3.