Comparison of the Effect of Education Using Team-based Learning Method and Lecture Method on Controlling Diabetes in the Elderly: A Quasi-Experimental Study.
Tayebeh Mirzaei, Ali Ravari, Fatemeh Hosseini and 1 others
PMID 37489223WHAT IT FOUND
Team-based diabetes education lowered fasting blood sugar and HbA1c in older adults, while standard lectures only lowered systolic blood pressure.
Both methods reduced systolic blood pressure, but only team-based learning improved overall glucose control.
Key findings
01Team-based learning significantly reduced fasting blood sugar and HbA1c, whereas the lecture method did not.
02Systolic blood pressure decreased significantly in both groups, but diastolic blood pressure decreased significantly only in the team-based learning group.
03There was no significant difference in body mass index between the two methods before or after the intervention.
STILL TO COME
How it was doneWhat they foundWhat it means for RNs
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What it does not show
The study was not randomised, which increases the risk of bias in group assignment. Participants were aware of which educational method they were receiving, which could influence their behaviour. The follow-up period was short, lasting only three months, so it is unknown if the benefits would persist. The sample was drawn from a single diabetes centre in Iran, which may limit how well the results apply to other populations.
Declared interests
The study was funded by the Vice Chancellor for Research and Technology of Rafsanjan University of Medical Sciences. The authors declared no conflicts of interest.
The easy way to misread this
Do not assume that team-based learning is superior to lectures for all diabetes outcomes. While it improved glucose control, there was no significant difference in fasting blood sugar or HbA1c between the two groups when compared directly at the end of the study, and neither method significantly changed body mass index.