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.