Mahnaz Boroumand Rezazadeh - Department of Obstetrics and Gynecology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Seyed Reza Mousavi - Medical Toxicology Research Center, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Tina Zeraati - Medical Genetics Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
Maliheh Dadgarmoghaddam - Department of Community Medicine and Public Health, Mashhad University of Medical Sciences, Mashhad, Iran
Nazila Zarghi - Department of Medical Education, Faculty of Medicine, Tehran University of Medical Sciences, Tehran, Iran
Masoumeh Mirteimouri - Department of Obstetrics and Gynecology, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
Tayebeh Seyfizadeh - Department of Medical Education, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran

Background: Gestational diabetes mellitus (GDM) is the most common medical complication of pregnancy, resulting both maternal and fetal/neonatal negative consequences. Since health care staff in health care centers, including general practitioners and midwives encounter the condition at the first line, they should be well trained about it. This study aimed to investigate whether the problem-based learning (PBL) or the lecture-based learning (LBL) method is preferred regarding medical pedagogy. Method: A descriptive test about GDM screening and diagnosis was given to the health care staff of ۱۰ health care centers in Mashhad. ۶۶ individuals with the lowest points were involved in the study in two groups of ۳۳. The first group joined a lecture-based educational program about GDM, while the other group were trained using the PBL method. After a week, a test was given to them, and the results were compared between the two groups.Results: The scores of the gestational diabetes diagnosis test in both groups increased significantly after the training (change from ۳.۵۰±۱.۴۰ to ۶.۲۰±۱.۵۱ in the PBL group, P<۰.۰۰۱; and ۳.۳۲±۱.۶۴ to ۵.۵۸±۱.۶۶, P<۰.۰۰۱). There was no significant difference in the results between the two groups (P=۰.۱۳).Conclusion:  The results of PBL educational programs about GDM are not superior to the results of the LBL method.

Gestational diabetes, Lecture-based learning, Problem-based learning, Diabetes screening