Journal of Education and Health Promotion

Comparison of the effect of standardized patient‑based training with team‑based learning on the knowledge of midwifery students in providing services to victims of rape

Document Type : Original Article

Authors

. Zahra Norouzi
. Farzaneh Jafarnejad 1
. Talaat Khadivzadeh 2
. Habibollah Esmaily 3
. Arya Hedjazi 4

1 MSc of Midwifery, Faculty Member and Instructor of Midwifery, Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad

2 Assistant Professor in Reproductive Health, Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad

3 Ph.D Biostatistics, Professor, Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran

4 Forensic Medicine Specialist, Legal Medicine Research Center, Legal Medicine Organization, Tehran, Iran

Abstract
BACKGROUND: Rape is a widespread and important issue in the field of public health, and its
victims require comprehensive and gender‑sensitive health services. Healthcare providers, especially
midwives, play an important role in the diagnosis and treatment of rape, and improving their knowledge
has been an essential factor in enhancing the quality of service provided.
OBJECTIVE: The objective of the study is to compare the impact of standardized patient‑based
training and team‑based learning on midwifery students’ knowledge for providing services to rape
victims.
MATERIALS AND METHODS: In this randomized quasiexperimental study, 75 midwifery students
of Mashhad School of Nursing and Midwifery were selected using available sampling method
and were assigned to two groups of standardized patient‑based training (n = 38) and team‑based
learning (n = 37). After performing pretest, standardized patient‑based training group and team‑based
learning group were trained separately for 6 h. One week after intervention, posttest was performed.
Data were collected and analyzed using the Academic Specifications Questionnaire and the
Knowledge Assessment Questionnaire. Significance level was considered at P < 0.05.
RESULTS: The two groups were homogeneous in terms of demographic characteristics. There was
no statistically significant difference between the two groups in the posttest in terms of knowledge
score (P = 0.079). However, there was a statistically significant difference in the level of knowledge
between the two groups (P = 0.037).
CONCLUSIONS: Given the effectiveness of both standardized patient‑based training method and
team‑based learning method on enhancing midwifery students’ knowledge for providing services to
rape victims, these methods can be used in students’ education.

Keywords

Education
knowledge
learning
patient simulation
rape
simulation training
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Journal of Education and Health Promotion
Volume 9, Issue 12
December 2019
Pages 1-7

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