The Effect of Team-Based Learning in Medical Information Systems Course on Academic Achievement in Postgraduate Students of Kerman University of Medical Sciences, Iran


Zeinab Shabouni 1 , Esmat Nouhi 2 , * , Maryam Okhovati 3


1 M.Sc. in Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran, Iran

2 Ph.D. in Nursing, Assistant Professor, Department of Medical and Surgical Nursing, School of Nursing and Midwifery, Physiologic Research center, Kerman University of Medical Sciences, Kerman, Iran, 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, Iran


Strides in Development of Medical Education: 13 (1); e58111
Published Online: April 27, 2016
Article Type: Research Article
Received: July 15, 2017
Accepted: August 18, 2015




Background & Objective: Team-based 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 quasi-experimental interventional study was conducted using pre-test and post-test 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 ± 4.1 years in the range of 23-46. Moreover, 55.0% of the participants were women, and 61.7% were single and living in the dormitory. The mean critical thinking score before and after the intervention was 262 ± 28.76 and 271 ± 24.9; the difference was statistically significant (P < 0.013). A statistical significant difference was observed between the mean total score of students in the intervention and control groups (P = 0.001).

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.


Team-based learning (TBL) Critical thinking Postgraduate students Medical information systems

© 2016, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License ( which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.


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