The effect of teaching through team-based learning on motivation toward science learning in undergraduate operating room technology students

Q2 Nursing

Perioperative Care and Operating Room Management Pub Date : 2024-12-05 DOI:10.1016/j.pcorm.2024.100454

Mahboubeh Rezaei

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引用次数: 0

Abstract

Background

This study aimed to evaluate the effect of teaching through Team-Based Learning (TBL) on Motivation toward Science Learning (MTSL) in undergraduate operating room technology students. It hypothesized that the teaching through TBL could affect MTSL in these students.

Methods

This is a quasi-experimental study conducted at Kashan University of Medical Sciences, Iran. Participants were 15 operating room technology students in the 5th semester who were selected through a census. They are randomly divided into three five-member groups. Eight sessions of TBL were implemented for the groups. Data were collected at the beginning and end of the intervention by the “Students' Motivation toward Science Learning” questionnaire. Data were analyzed using SPSS software, version 16 using descriptive statistics and paired t-test. The significance level was considered <0.05.

Results

Findings showed that there was no significant difference between the total score of MTSL before and after the intervention (P ≥ 0.05). Also, there were no significant differences between MTSL subscales before and after the intervention (P ≥ 0.05)

Conclusions

Although the results obtained were not statistically significant, the TBL teaching method practically improved the scores of the students, especially the total score of the MTSL questionnaire and the scores in the dimensions of “achievement goal” and “learning environment simulation”. Additionally, the students conveyed their contentment and achieved greater success in their interactions with both their peers and the professor.

Therefore, it is recommended to use this teaching method for operating room technology students considering the limitations mentioned in this study.

查看原文本刊更多论文

团队学习教学对手术室技术本科学生科学学习动机的影响

本研究旨在探讨团队学习教学对手术室技术本科学生科学学习动机的影响。假设通过TBL教学可以影响这些学生的MTSL。方法本研究是在伊朗卡尚医科大学进行的准实验研究。参与者是15名第五学期的手术室技术学生，他们是通过人口普查选出的。他们被随机分成三个五人组。对小组实施了8次TBL。在干预开始和结束时采用“学生科学学习动机”问卷收集数据。数据分析采用SPSS软件，第16版采用描述性统计和配对t检验。认为显著性水平为<；0.05。结果干预前后患者MTSL总分差异无统计学意义（P≥0.05）。干预前后MTSL各分量表间差异无统计学意义（P≥0.05）。结论TBL教学法确实提高了学生的得分，尤其是MTSL问卷总分和“成就目标”、“学习环境模拟”两个维度的得分。此外，学生们在与同学和教授的互动中表达了他们的满足感，并取得了更大的成功。因此，考虑到本研究的局限性，建议对手术室技术专业的学生采用这种教学方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Perioperative Care and Operating Room Management Nursing-Medical and Surgical Nursing

CiteScore

1.30

自引率

0.00%

发文量

审稿时长

56 days

期刊介绍： The objective of this new online journal is to serve as a multidisciplinary, peer-reviewed source of information related to the administrative, economic, operational, safety, and quality aspects of the ambulatory and in-patient operating room and interventional procedural processes. The journal will provide high-quality information and research findings on operational and system-based approaches to ensure safe, coordinated, and high-value periprocedural care. With the current focus on value in health care it is essential that there is a venue for researchers to publish articles on quality improvement process initiatives, process flow modeling, information management, efficient design, cost improvement, use of novel technologies, and management.