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.