The Effect of the Team Members Teaching Design vs. Regular Lectures method on the Self-efficacy of the Multiple sclerosis Patients in Iran. Randomised Controlled Trial.
Ali Dehghani, Fariba Fakhravari, Mohsen Hojat
PMID 39083840WHAT IT FOUND
Team-based teaching improved MS patients' self-efficacy scores by 10.275 points on a 70-point scale, compared to 5.621 points for regular lectures.
Both methods outperformed no education, but the interactive approach showed a greater effect.
Key findings
01The Team Members Teaching Design (TMTD) group showed a mean self-efficacy improvement of 10.275 points compared to the control group.
02The regular lecture group showed a mean self-efficacy improvement of 5.621 points compared to the control group.
03TMTD resulted in a 4.65 point greater improvement in self-efficacy compared to the regular lecture method.
STILL TO COME
How it was doneWhat they foundWhat it means for RNs
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What it does not show
The study had a high dropout rate, with 12 of 60 patients (20%) excluded due to absence or acute attacks. Follow-up was short-term (one month), so long-term sustainability of the self-efficacy gains is unknown. The study was conducted in a single center in Iran, which may limit generalizability to other cultural or healthcare contexts. The sample size was small (16 per group), which reduces the statistical power and precision of the estimates.
Declared interests
The study was funded by the Jahrom University of Medical Sciences. No other conflicts of interest are reported.
The easy way to misread this
Do not assume that team-based teaching is universally superior to all other educational methods. The study only compared TMTD to traditional lectures and no education. It did not test against other active learning strategies like peer mentoring or digital health interventions.