Evaluating the implementation of an active learning platform in a team-based learning postgraduate Medical Program

Abstract


 
 
 “Active learning is generally defined as any instructional method that engages students in the learning process. In short, active learning requires students to do meaningful learning activities and think about what they are doing” (Prince, 2004). Basing his definition on foundational work done by Bonwell and Eison (Bonwell, 2000 and Eison, 2010), this definition of active learning has been widely accepted. In the first decade of the 21st century, notwithstanding educational technological tools were not as ubiquitous as it is now, strategies for active learning have already been developed to help direct teachers to better plan their lesson to incorporate such style of learning. The advancement of technology vis-a?-vis the proliferation of student response applications have revolutionized the way such learning is captured in the classroom.
 This paper presents a context of a Medical School in the Faculty of Health, Medical Sciences (FHMS) of the University of Western Australia (UWA) undergoing changes to its cased-based learning (CBL) curriculum to a more time-efficient Team-based (TBL) one. At about the same time, there was an institution-wide implementation of an active learning platform in the institution. Juxtaposing the two elements led to this preliminary study of capturing student’s active learning in a Team-based context using the Analytic Dashboard from the active learning platform. Student engagement scores captured in the dashboard were very positive and the use of Eric Mazur Concept Testing Model helped achieve the active learning goals of the TBL sessions. Moving forward, future iterations of team-based learning sessions with the active learning platform could be deployed in other schools within FHMS that have case-based studies (CBL) in their curriculum and compared them to the TBL practice in Medical School.