Abstract
Objectives: To examine the effects of using an integrated team-based learning (TBL) with problembased learning (PBL) approach for developing lifelong learning in the professional development (PD1) course for first year medical students. Method: Mixed methods study examined the effects on learning of using an integrated TBL with PBL approach and also aimed at expanding the understanding of elements and factors influencing the development of lifelong learning characteristics of 124 first year medical students. A quasiexperimental, pre-post design was used, involving the collection of quantitative data, followed by a qualitative phase using focus group discussions. Results: Findings demonstrated that an integrated TBL with PBL approach is an effective teaching strategy, which delivered higher lifelong learning skill levels. The significant elements of the effective teaching strategy in the integrated TBL with PBL approach were the core elements of infrastructure (i.e., active processes of students, lecturers, tutor-monitored, peers, instructional techniques, student support services, content and problems acting as a stimulus for learning) and enabler factors (i.e., collaboration, trust, teamwork, time management, motivation and care for learning). Conclusion: The integrated TBL with PBL approach was an effective teaching strategy for developing lifelong learning characteristics of first year medical students at Naresuan University.
Highlights
Arising from globalization and the knowledgebased economy, lifelong learning has become a critical factor in Thailand’s educational reform
Similar patterns were found for each part of the skills, leading to the conclusion that the integrated team-based learning (TBL) with problembased learning (PBL), as used in the Professional Development 1 (PD1) course, was an effective method for developing lifelong learning skills for first year medical students who participated for one semester in the integrated TBL with PBL approach in the PD1 course at Naresuan University
The key findings of this study revealed that an integrated TBL with PBL approach, as used in the PD1 course, encouraged the first year medical students to move towards the development of lifelong learning skills with higher score changes in the collaborative, critical thinking, practical and apply knowledge for solving a problem, self-management, management information, problem solving, learning to learn, and teamwork skills
Summary
Arising from globalization and the knowledgebased economy, lifelong learning has become a critical factor in Thailand’s educational reform. Since 1999, the National Education Act has required educational institutions to emphasize student-centered learning and to develop in students lifelong learner characteristics (Satayasai, 2004: 3-4). The goals of this effort include higher student achievement, higher academic standards and curricula, including changing their teaching improved lifelong learning skills. There is evidence that PBL is an instructional method which focuses on students learning through facilitated problem solving (Tan, 2003) It fosters self-directed learning and develops students’ lifelong learning characteristics (Holen, 2000). PBL takes more time for teaching, it requires clear policies, strong support from top managers, and instructors who have the skills to facilitate PBL (Haden & Davis, 1999; Sefton, 1997; Kelly et al, 2002; Satayasai, 2004)
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