Document Type : Original Article
Authors
1 M.Sc. in Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
2 Ph.D. in Nursing Education, Assistant Professor, Department of Internal-Surgical Nursing, Razi School of Nursing and Midwifery, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran
3 Ph.D. in Medical Library and Information Sciences, Assistant Professor, Department of Medical Library and Information Sciences AND Medical Informatics Research Center, Kerman University of Medical Sciences, Kerman, Iran
Abstract
Background & Objective: Teambased learning (TBL) is an effective method of interpersonal skills training which results in the higher satisfaction of students with learning Moreover cooperative learning results in attainment of problem solving skills resolving of learning issues and critical thinking Therefore the present study was conducted with the aim of determining the effect of TBL of medical information systems course on academic achievement in postgraduate students of Kerman University of Medical Sciences Iran Methods: This quasiexperimental interventional study was conducted using pretest and posttest method during two semesters The study population consisted of graduate students of Kerman University of Medical Sciences The participants (30 subjects in the intervention group and 30 in the control group) were selected through census and purposive sampling The subjects were randomly allocated to the intervention and control groups The collected data were analyzed using SPSS software Results: All subjects were admitted to the postgraduate program in 2014 The mean age of participants was 29 ± 41 years in the range of 2346 Moreover 550% of the participants were women and 617% were single and living in the dormitory The mean critical thinking score before and after the intervention was 262 ± 2876 and 271 ± 249; the difference was statistically significant (P < 0013) A statistical significant difference was observed between the mean total score of students in the intervention and control groups (P = 0001) Conclusion: The results illustrate that TBL is more effective in the increasing of training skills communication techniques critical thinking and satisfaction among students in comparison to the lecture method These results illustrate the students tendency toward active and cooperative learning in comparison to traditional unilateral and passive teaching methods TBL is effective in promoting critical thinking and academic achievement among students in comparison with conventional methods
Keywords
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