Effectiveness of team-based learning on postpartum hemorrhage in midwifery students in Indonesia: A quasi-experimental study

Abstract

BackgroundPoor quality of care by midwives in Indonesia has become a barrier to improving maternal health. To eliminate this barrier, reforming the educational system (i.e., teaching and learning processes) is an urgent concern. Herein, we propose the use of team-based learning (TBL) as an active learning strategy to enhance knowledge of postpartum hemorrhage (PPH) and learning satisfaction of midwifery students in Indonesia. ObjectivesTo assess and compare knowledge of PPH, long-term retention of knowledge, and learning satisfaction of midwifery students attending a TBL class versus a didactic lecture on PPH topics. MethodsA quasi-experimental design was used. The participants were second-year diploma level midwifery students who have (a) no TBL experience, (b) completed the previous semester, and (c) graduated from senior high school (without nursing background). We recruited 118 participants. The midwifery students in the intervention group participated 3 times in the TBL class (90 min), whereas those in the control group participated in the didactic lecture on PPH topics. An unpaired t-test was used to evaluate differences between groups. ANOVA was used to evaluate differences within groups. ResultsA total of 115 participants (intervention = 62, control = 53) were finally evaluated. The demographic data and pre-test scores were not significantly different between the 2 groups. The mean knowledge of PPH scores were significantly higher in the TBL students than in the control students at post-test, 2 weeks post-test, 6 weeks post-test, and 12 weeks post-test (all p < .001). The nursing student satisfaction scale score was significantly higher in the intervention group than in the control group. ConclusionThe findings showed that TBL is an effective active learning strategy to improve knowledge of PPH of Indonesian midwifery students before clinical practice exposure. Further long-term evaluation (e.g., 1 semester) of the effectiveness of TBL is warranted.