Volume 17, Issue 4 (2026)
Res Med Edu 2026, 17(4): 67-76 |
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Asadzadeh N, Moradnia H, Firouzeh N. Comparing the Effect of Teaching Using the Modified Model of Team Member Teaching Plan with Teaching by the Professor on the Learning-Teaching Rate of Environmental Health Engineering Students: An Experimental Study. Res Med Edu 2026; 17 (4) :67-76
URL: http://rme.gums.ac.ir/article-1-1506-en.html
URL: http://rme.gums.ac.ir/article-1-1506-en.html
Environmental Health Engineering, School of Health, North Khorasan University of Medical Sciences, Bojnurd, Iran , snasazadeh3@gmail.com
Abstract: (297 Views)
Introduction: One of the goals of continuing medical education is to improve and modernize the quality of educational programs. Therefore, this study aimed to compare the effect of the modified Team Member Teaching Design method with the traditional instructor-led teaching method in the course unit "Laboratory of Sanitary Control of Places for the Preparation, Distribution, and Storage of Food" on the learning and teaching outcomes of undergraduate environmental health students.
Methods: This experimental study was conducted in 2025 on 24 undergraduate students of Environmental Health Engineering at the School of Health, Bojnourd University of Medical Sciences, who were enrolled in the practical course unit entitled "Sanitary Control of Food Preparation and Distribution Places”. The students were randomly divided into an intervention (Modified Team Member Teaching Design)group and a control (Traditional Instructor-Led Teaching) group. The educational content, presenting instructor, and number of sessions were the same for both groups. The study instrument included two researcher-made questionnaires measuring the level of learning (20 items) and the level of student satisfaction (17 items). The validity and reliability of both questionnaires were confirmed. The data were analyzed through descriptive and analytical statistical tests using SPSS software (version 16).the significant level was considered 0.05
Results: The results showed a significant increase in the mean score of students in the Modified Team Member Teaching Design group, compared to the Traditional Instructor-Led Teaching method. Furthermore, the students enjoyed this teaching method and believed their knowledge had improved. The mean learning score in the intervention group was significantly higher by 3.69 points (95% CI: 1.67 to 5.71), compared to the control group (t(22)=3.78, P=0.001).
Conclusion: Due to the active participation of individuals in the Modified Team Member Teaching Design model, this method has had a positive impact on the level of satisfaction and learning of learners. This method and other new educational methods, with further study and introduction to professors, can improve the quality of education and increase the learning rate of students who are the target group.
Methods: This experimental study was conducted in 2025 on 24 undergraduate students of Environmental Health Engineering at the School of Health, Bojnourd University of Medical Sciences, who were enrolled in the practical course unit entitled "Sanitary Control of Food Preparation and Distribution Places”. The students were randomly divided into an intervention (Modified Team Member Teaching Design)group and a control (Traditional Instructor-Led Teaching) group. The educational content, presenting instructor, and number of sessions were the same for both groups. The study instrument included two researcher-made questionnaires measuring the level of learning (20 items) and the level of student satisfaction (17 items). The validity and reliability of both questionnaires were confirmed. The data were analyzed through descriptive and analytical statistical tests using SPSS software (version 16).the significant level was considered 0.05
Results: The results showed a significant increase in the mean score of students in the Modified Team Member Teaching Design group, compared to the Traditional Instructor-Led Teaching method. Furthermore, the students enjoyed this teaching method and believed their knowledge had improved. The mean learning score in the intervention group was significantly higher by 3.69 points (95% CI: 1.67 to 5.71), compared to the control group (t(22)=3.78, P=0.001).
Conclusion: Due to the active participation of individuals in the Modified Team Member Teaching Design model, this method has had a positive impact on the level of satisfaction and learning of learners. This method and other new educational methods, with further study and introduction to professors, can improve the quality of education and increase the learning rate of students who are the target group.
Type of Study: Research |
Subject:
Teaching Method
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