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ORIGINAL ARTICLE
Year : 2018  |  Volume : 7  |  Issue : 1  |  Page : 140

The effect of team-based learning on public health students' educational outcomes


1 Research Center for Environmental Determinants of Health, Kermanshah University of Medical Sciences, Kermanshah, Iran
2 Department of Health Education and Promotion, School of Health, Qom University of Medical Sciences, Qom, Iran
3 Student Research Committee, Kermanshah University of Medical Sciences, Kermanshah, Iran

Correspondence Address:
Dr. Siamak Mohebi
Department of Health Education and Promotion, School of Health, Qom University of Medical Sciences, Qom
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jehp.jehp_124_17

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BACKGROUND: The educational environment has been confirmed as crucial factor for active learning. Team-based learning (TBL) is an interactive teaching method which improves students' perceptions and performance. OBJECTIVES: The comparison of the team-based learning method through lecture-based approach on health education curriculum in public health students METHODS: A quasi-experimental study was conducted among 23 public health students of bachelor degree and 14 public health students of associate degree to teach communication and Health Education in Qom University of Medical Sciences from January 2015 to Jun 2016. Students of bachelor degree selected TBL and students of associate degree preferred the traditional lecture-based method. In the current study, educational outcomes were defined as educational environment and academic performance. At the last session of the semester, the educational environment and academic performance of both groups were evaluated. Data were analyzed by SPSS version 20.0 using Chi-square and Mann–Whitney test. RESULTS: The mean and standard deviation of individual test score between the two groups showed significant difference based on Mann–Whitney results (P = 0.036). The mean of final examination score in TBL group was significantly higher than the traditional lecture group (P < 0.021, Mann–Whitney). Our findings showed that in TBL group, 78.3% of students' perceptions were in very favorable condition while it was only 28.6% for students of the traditional method. CONCLUSIONS: TBL method improves students' perceptions about each area of educational atmosphere and also provides opportunities to innovate which lead to active teamwork among learners, and it can effectively enhance students' academic performance.


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