Abstract
The purpose of this study is to investigate how constant changes in team allocation within a modified flipped team-based learning (FTBL) study can affect student’s perception of a course (gathered by an online questionnaire) and academic performance. This teaching strategy is a team-based learning (TBL) approach combined with flipped classroom learning methodology, in which BSc students studying pharmaceutical science/biotechnology courses in a UK satellite campus in China preview online lectures and apply their knowledge in different in-class activities. The students are randomly assigned into teams in each session. The project was run across the full academic year (sixteen sessions). Students’ perceptions regarding modified FTBL were statistically analyzed, and their academic performance was compared with previous results obtained by the initial FTBL study. Although students initially showed reluctance to leave their ‘comfort zone’—the main limitation of this study—our findings show that learners perceived benefits to the adoption of continued random allocation, which resulted in the removal of limitations from their social clustering and eventual accustomization to this learning approach. Modified FTBL assisted students in enhancing their team-work skills, improving their academic performance, developing their reflective capabilities, improving their rapport building skills, learning and academic performance. Learners also believed that this learning strategy creates critical incidents that can simulate their future work environment, as they might be expected to work in unfamiliar situations. Therefore, the present study indicated strong support for the modified FTBL method, which was seen to work exceptionally well despite some minor problems that students experienced working in a team with different teammates in every session.
Highlights
In 1984, General Physicians Professional Education (GPPE) suggested curriculum changes at all American medical colleges to increase active learning approaches, such as problem-based and student-centered learning approaches, to minimize lecture time, creating integrated and interdisciplinary courses [1]
The aim of this study is to investigate whether continued random group membership assignment in modified flipped team-based learning (FTBL) activities improve student learning experiences and satisfaction for second-year BSc Chinese students studying a UK degree in China Medical
Students’ academic performances, as judged by final examination, have been improved by constant randomization of teams in comparison with the results obtained in initial FTBL study
Summary
In 1984, General Physicians Professional Education (GPPE) suggested curriculum changes at all American medical colleges to increase active learning approaches, such as problem-based and student-centered learning approaches, to minimize lecture time, creating integrated and interdisciplinary courses [1]. The Assessing Change in Medical Education (ACME) emphasized that the medical education system must change to help medical students become lifelong learners [2]. The development of team-based learning (TBL), originally developed by Dr Larry. Numerous medical schools in the USA and in the UK adopted and integrated the TBL approach into their curriculum due to its potential to improve learning outcomes and simulate the conditions of contemporary work environments [4,5,6,7].
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