Abstract
BACKGROUND: Clinical education is a crucial component of the medical education system, providing essential opportunities to enhance students' clinical competence and skills. In light of the numerous challenges in the clinical environment of the operating room, this study was conducted to compare the impact of team-based and mastery-based learning methods on the student's clinical competence and their evaluation. MATERIALS AND METHODS: This quasi-experimental study was conducted on 6(th)-semester operating room technology students at Hamadan University of Medical Sciences in 2023. In this study, students were selected by the convenience sampling method and were placed in two educational groups (team-based and mastery-based) of 31 people by the matching method. After implementing the training process in the operating room environment, the data related to the study were collected from Liu et al.'s clinical competence questionnaire and clinical assessment checklist of operating room nursing students. RESULTS: Findings showed that implementing the team-based learning method significantly affected students' clinical competence (P value = 0.012). Also, utilizing a mastery-based learning method compared to a team-based one had a significantly greater impact on the level of clinical skills and evaluation of students (P value = 0.007). CONCLUSION: The results of this study have practical implications for clinical instructors and higher education institutions. Clinical instructors are advised to adopt a team-based learning method to enhance the student's clinical competence in the operating room. Furthermore, higher education institutions are encouraged to provide adequate resources and make essential efforts to modernize educational methods in clinical environments, thereby empowering students and improving the quality of healthcare.