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
- Kharamin S, Gorji R, Gholamzade S, Amini K. The prevalence
rate of post ‑traumatic stress disorder (PTSD) in the rape victims
of kohgiloyeh and boyairahmad province during (2011‑2012). Int
J Front Missiol 2012;18:99‑106.
2. Shahali S, Mohammadi E, Lamyian M, Kashanian M, Eslami M.
Experience of healthcare providers to deal with victims of sexual
assault: A qualitative research. J Qual Res Health Sci 2014;3:37‑50.
3. The NSW Nurses Association. Policy on Midwives and Midwifery
Practice. The NSW Nurses Association; 2008.
4. Ministry of Health and Medical Education. Undergraduate Course
Syllabus of Midwifery. Tehran: Ministry of Health and Medical
Education; 2014. Available from: http://fnm.tums.ac.ir/85516/
sec_18/p_20.aspx?lang=Fa. accessed 29 August 2016.
5. Jina R, Jewkes R, Christofides N, Loots L. A cross‑sectional study
on the effect of post‑rape training on knowledge and confidence
of health professionals in South Africa. Int J Gynaecol Obstet
2014;126:187‑92.
6. Jahani‑Shoorab N, Golmakani N, Mazluom S, Mirzakhani K,
Azhari S, Navaiyan A. A survey on the theory and practice gap
in mashhad nursing and midwifery faculty. J Nurs Midwifery
Urmia Univ Med Sci 2011;9:344‑349.
7. Ardaghi M.Comparison of the Effects of Standardized Patient
and Workshop Methods of Teaching on Midwifery Student’s
Clinical Skill in Providing Sexual Health Counseling [Master’s
Dissertation]. Iran, Mashhad: University of Medical Sciences
School of Nursing and Midwifery; 2013.
8. Zohali Nejad ME, Keshavarz M. Method of DR Ahmadiyyah on
history taking of patients. Q Med Hist 2012;5:177‑188.
9. Whitsed N. Learning and teaching. Health Info Libr J 2004;21:201‑5.
10. Hassanzadeh G, Abolhasani F, Mirzazadeh A, Alizadeh M.
Team‑based learning; a new strategy in integrated medical
curriculum: the experience of school of medicine, Tehran
University of medical sciences. Iran J Med Educ 2013;13:610.
11. Parmelee D, Michaelsen LK, Cook S, Hudes PD. Team‑based
learning: A practical guide: AMEE guide no 65. Med Teach
2012;34:e275‑87.
12. Vaezi A, Azizian F, Kopayehzadeh J. Survey compare team based
learning and lecture teaching method, on” learning‑teaching
process” nursing student’s, in Surgical and internal diseases
course. J Med Educ Dev 2015;10:246‑54.
13. Bahador H, Feizi A, Nabizadeh M. A study on the midwifery
student’s perception of the children’s care course by using
team‑based learning in comparison with conventional learning.
J Urmia Nur Midwifery Facul 2015;13 (6): 525‑534.
14. Lewis CB, Vealé BL. Patient simulation as an active learning tool
in medical education. J Med Imaging Radiat Sci 2010;41:196‑200.
15. Saboori M, Jafari F, Monajemi A. The effect of employing
standardized patient on history taking. Iran J Educ Med Sci
2010;10:276‑83. - 16. Prion S. A practical framework for evaluating the impact of clinical
simulation experiences in prelicensure nursing education. Clin
Simul Nurs 2008;4:69‑78.
17. Fitzpatrick M, Ta A, Lenchus J, Arheart KL, Rosen LF, Birnbach DJ,
et al. Sexual assault forensic examiners’ training and assessment
using simulation technology. J Emerg Nurs 2012;38:85‑90.e6.
18. Schwartz LR, Fernandez R, Kouyoumjian SR, Jones KA,
Compton S. A randomized comparison trial of case‑based learning
versus human patient simulation in medical student education.
Acad Emerg Med 2007;14:130‑7.
19. AbedianZ, Nosrati F, SadeghiT, Hejazi SA, Jahangiri FeizabadiMJ.
Comparing the effect of workshop and podcast training on
knowledge and performance of midwifery students regarding
legal and religious aspects of egg donation. J Midwifery Rep
Health 2018;6:1319‑26.
20. Reynolds A, Ayres‑de‑Campos D, Pereira‑Cavaleiro A,
Ferreira‑Bastos L. Simulation for teaching normal delivery and
shoulder dystocia to midwives in training. Educ Health(Abingdon)
2010;23:405.
21. Tofil NM, Benner KW, Worthington MA, Zinkan L, White ML.
Use of simulation to enhance learning in a pediatric elective. Am
J Pharm Educ 2010;74:21.
22. Burns HK, O’Donnell J, Artman J. High‑fidelity simulation in
teaching problem solving to 1st‑year nursing students: A novel
use of the nursing process. Clin Simul Nurs 2010;6:87‑95.
23. Jafari Z. A comparison of conventional lecture and team‑based
learning methods in terms of student learning and teaching
satisfaction. Med J Islam Repub Iran 2014;28:5.
24. Premkumar K, Baumber JS. A learning resources centre: Its
utilization by medical students. Med Educ 1996;30:405‑11.
25. VandenHurk M, Domans D, Wolfhagen I, Muijtjens A,
Vamder Vleaton C. Impact of individual study on tutorial group
discussion. Teach Learn Med 1999;11:196‑201.
26. Mahram M, Mahram B, Mousavinasab SN. Comparison between
the effect of teaching through student‑based group discussion
and lecture on learning in medical student. J Med Edu Dev Cent
2008;5:33‑8.
27. Delaram M. The effect of lecture and focus group teaching
methods on midwifery students learning in obstetrics (2) course
J Med Educ Dev 2006;2:3‑7.
)