Evaluating team-based, lecture-based, and hybrid learning methods for neurology clerkship in China: a method-comparison study.

Long-Yuan Jiang,Shu-Qiong Liu,En-Xiang Tao,Bing Xu,Jin-Hao Ye,Lian-Hong Yang,Yan-Ran Liang

doi:10.1186/1472-6920-14-98

Long-Yuan Jiang, Shu-Qiong Liu + Show 5 more

Open Access

https://doi.org/10.1186/1472-6920-14-98

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Abstract

BackgroundNeurology is complex, abstract, and difficult for students to learn. However, a good learning method for neurology clerkship training is required to help students quickly develop strong clinical thinking as well as problem-solving skills. Both the traditional lecture-based learning (LBL) and the relatively new team-based learning (TBL) methods have inherent strengths and weaknesses when applied to neurology clerkship education. However, the strengths of each method may complement the weaknesses of the other. Combining TBL with LBL may produce better learning outcomes than TBL or LBL alone. We propose a hybrid method (TBL + LBL) and designed an experiment to compare the learning outcomes with those of pure LBL and pure TBL.MethodsOne hundred twenty-seven fourth-year medical students attended a two-week neurology clerkship program organized by the Department of Neurology, Sun Yat-Sen Memorial Hospital. All of the students were from Grade 2007, Department of Clinical Medicine, Zhongshan School of Medicine, Sun Yat-Sen University. These students were assigned to one of three groups randomly: Group A (TBL + LBL, with 41 students), Group B (LBL, with 43 students), and Group C (TBL, with 43 students). The learning outcomes were evaluated by a questionnaire and two tests covering basic knowledge of neurology and clinical practice.ResultsThe practice test scores of Group A were similar to those of Group B, but significantly higher than those of Group C. The theoretical test scores and the total scores of Group A were significantly higher than those of Groups B and C. In addition, 100% of the students in Group A were satisfied with the combination of TBL + LBL.ConclusionsOur results support our proposal that the combination of TBL + LBL is acceptable to students and produces better learning outcomes than either method alone in neurology clerkships. In addition, the proposed hybrid method may also be suited for other medical clerkships that require students to absorb a large amount of abstract and complex course materials in a short period, such as pediatrics and internal medicine clerkships.

Highlights

Neurology is complex, abstract, and difficult for students to learn
Despite its success in teaching basic sciences, we feel that team-based learning (TBL) has its drawbacks when applied to neurology clerkship education
We proposed a new hybrid lecture-based learning (LBL) and TBL method (TBL + LBL) for neurology clerkship education

Summary

Introduction

A good learning method for neurology clerkship training is required to help students quickly develop strong clinical thinking as well as problem-solving skills. Both the traditional lecture-based learning (LBL) and the relatively new team-based learning (TBL) methods have inherent strengths and weaknesses when applied to neurology clerkship education. Some research found that TBL may benefit only students who are less able to learn and need to be helped by other team members [17,18], or only those with excellent innovative thinking [19] These drawbacks motivated us to explore a more effective method of neurology clerkship training

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Conclusion