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

{"title":"The effect of teaching through team-based learning on motivation toward science learning in undergraduate operating room technology students","authors":"Mahboubeh Rezaei","doi":"10.1016/j.pcorm.2024.100454","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Methods</h3><div>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 <em>t</em>-test. The significance level was considered <0.05.</div></div><div><h3>Results</h3><div>Findings showed that there was no significant difference between the total score of MTSL before and after the intervention (<em>P</em> ≥ 0.05). Also, there were no significant differences between MTSL subscales before and after the intervention (<em>P</em> ≥ 0.05)</div></div><div><h3>Conclusions</h3><div>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.</div><div>Therefore, it is recommended to use this teaching method for operating room technology students considering the limitations mentioned in this study.</div></div>","PeriodicalId":53468,"journal":{"name":"Perioperative Care and Operating Room Management","volume":"38 ","pages":"Article 100454"},"PeriodicalIF":0.0000,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perioperative Care and Operating Room Management","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S2405603024000876","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Nursing","Score":null,"Total":0}

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

求助全文

约1分钟内获得全文求助全文

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.