Lecture-based Learning Research Articles

Effect of team-based learning on dental education in China: systematic review and meta-analysis

Background Team-based learning (TBL) is a student-centered and teacher-directed teaching strategy. In contrast to the traditional lecture-based learning (LBL), TBL is committed to promoting self-directed learning and teamwork among students. A systematic review and meta-analysis of the literatures was performed to compare the teaching effects between TBL and LBL in dental students. Methods: Literature review was conducted from electronic databases including PubMed, Ovid, Web of science, Embase, China National Knowledge Infrastructure (CNKI), VIP and Wanfang Database up to January 12, 2020. Results: A total of 12 articles with 831 students were included in this meta-analysis. The results showed that students in the TBL group performed better than those in the LBL group in terms of theoretical grades (SMD: 1.29, p=0.002, 95%CI: 0.46-2.13), case analysis (SMD: 2.50, p<0.05, 95%CI 1.44-3.55) and grades of practice ability (SMD: 1.90, p=0.002, 95%CI: 0.68-3.12). However, the results of each parameter followed a significantly high heterogeneity (I2=96%, 92%, 93%, respectively). The quality of included studies was mostly good. Conclusion: TBL might be more effective to increase the absorption of theoretical knowledge and improve the ability of case analysis and practice. More well-designed and rigorous studies are required to validate this conclusion.

Child Abuse

Introduction: Child abuse is an increasing social problem with serious lifetime impact. Almost half of the violence cases affect the head-and-neck region, so dentists can play a proactive role in identifying and reporting possible cases of child abuse. Aim: This study aims to assess the knowledge and attitude about physical and social indicators, legal aspects, and barriers in reporting mechanisms toward child abuse among dentists in Ludhiana city. Methodology: With prior consent, a self-administered structured questionnaire comprising 21 questions was distributed to 100 state-registered dentists of Ludhiana city. The data collected were descriptively analyzed using Pearson Chi-square test. Results: A total of 92 dentists responded to the questionnaire, with a response rate of 92%. Among them, 43% were females, while males were 57% and 64.4% of dentists were specialists, out of which 21% were pedodontists. A moderate proportion of the dentists (68%) had knowledge about indicators. The knowledge of indicators was more among pedodontists. However, no significant difference was seen between other respondents and pedodontists. Almost 79% knew their legal duty to report the suspected case. Forty percent of the dentist had encountered with child abuse cases with a significant difference among pedodontists when compared to other respondents, but only 23% reported a case. Fear of litigation, lack of referral knowledge, and uncertainty of diagnosis were major barriers in reporting. Ninety-two percent showed a positive attitude for further training in identification and reporting mechanisms for suspected cases. Conclusion: The respondent dentists had moderate knowledge regarding child abuse, positive attitude toward dealing with child abuse, but they were diffident and unaware of the appropriate authority to report. Considering this fact, a systematic educational program in diagnosis and reporting of child abuse is advised to provide adequate knowledge than lecture-based learning.

The study of PBL combined with CBL teaching mode in the English teaching of Stomatology for international students

Purpose: To explore PBL (Problem-Based Learning) combined with CBL (Case-Based Learning, Application effect of CBL teaching model in oral science teaching of MBBS (Bachelor of Medicine &amp; Bachelor of Surgery (MBBS)). Methods: 118 international students from Jinan University in 2016 and 2015 and 60 students from 2016 were selected as the experimental group. The problem-driven teaching method combined with case teaching method was adopted.58 students from grade 2015 were selected as the control group, and the LectureBased Learning (LBL) teaching mode was adopted. After two complete classroom teaching sessions, the students were given in-class test and questionnaire survey. Results: In the in-class test, the total score and average score of multiple choice questions, noun interpretation questions, short answer questions and case analysis questions in the PBL-CBL group were higher than those in the LBL group (P&lt;0.05);The results of the questionnaire showed that the students in the PPL-CBL group had higher satisfaction with the teaching mode than the LBL group (P&lt;0.05).Conclusion: PBL combined with CBL has achieved good results in the full English teaching application of Stomatology for MBBS students in China, which is helpful to improve the teaching quality.

Ensuring Problem-Based Learning for Medical Students and Looking Forward to Developing Competencies

Problem-based learning (PBL) is one of the most efficient teaching methods leading to critical thinking and problem-solving abilities or competencies. Medical education has multiple opportunities to use PBL in its curriculum. The educator and students have a bidirectional understanding, which encourages the activation of prior knowledge skills, facilitates the comprehension of new information, and improves learners’ critical thinking. Students have the scope of exploring the topic of interest in a real-life scenario. PBL is an innovative instructional method in which problem forms learning basics, and it allows the students to solve complex issues efficiently. Training of medical students involves both classroom teaching and practical applications. PBL is gaining popularity due to significant suggestions such as students’ learning and encouraging motivation to learn with an interdisciplinary integration of knowledge. PBL is more effective than lecture-based learning in the academic performance of medical students in producing better quality medical students.

Randomized Blinded Control Trial: Comparing Problem-Based Learning and Lecture-Based Learning in Post-Graduation Medical Short Course among Medical Interns in Al Ahsa Saudi Arabia

Randomized Blinded Control Trial: Comparing Problem-Based Learning and Lecture-Based Learning in Post-Graduation Medical Short Course among Medical Interns in Al Ahsa Saudi Arabia

A Lecture-Based Instructional System to Promote Student Agency

This research study was conducted in 2018 and resulted in an instructional system designed to support university instructors that seek to promote student agency in lecture-based learning environments. The objective of the study was to design and test an instructional system that supplements the traditional lecture and provides opportunities for the development of agentic engagement. In support of the instructional system design, the study examined ways in which university undergraduates used a digital backchannel, determined if using a digital backchannel affected agentic engagement, and identified the features of a digital backchannel that influenced student agency. The study employed a mixed methodology design using a questionnaire to collect quantitative student profile data and phenomenography to conduct a qualitative inquiry into participants’ experience. The population for this study consisted of undergraduates at a private, international university located outside of Bangkok, Thailand. A total of 171 participants took part in this study, with ten students selected for a focus group through a non-probability, purposive sampling. Overall, the study found that a lecturing system that employs the strategic use of a digital backchannel can promote student agentic engagement. Student agency and instructor effectiveness were both positively influenced through the employment of an instructional system.

Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students' Performance.

AimStudents’ performance in TBL compared to LBL needs to be evaluated. This study aimed to compare students’ performance in team-based learning and traditional lectures.MethodsA total of 176 class 4 and 202 class 6 medical students from University of Bahri, Khartoum, Sudan, participated in the study during 2018. Experienced staff were selected to conduct the teaching and assessment of the two groups, using the standard team-based learning procedure (iRAT, gRAT and AppT) in the first topic and the lecture-based learning procedure in the second, within the same time limit for the two methods.ResultsThe two classes overall mean score has a significant 5.1 points difference (p<0.001; 95% CI: 3.5, 6.0). Separate analysis showed consistency of superiority of TBL to LBL in either gender. A remarkable difference was observed when we compared the two methods in class 6 separately from class 4. Class 6 mean score was high for both TBL and LBL (77.2 and 70.2, respectively), with a significant mean difference of 7.0 (p<0.001; 95% CI: 5.1, 8.9). In class 4, the score was lower for both methods (mean of 62.8 for TBL and 59.9 for LBL). The mean difference of 2.95 points was still significant (p<0.05; 95% CI: 0.46, 5.43). Separate multivariate linear regression for TBL and LBL showed no significant difference in performance of males and females in either method. Controlling for gender in TBL, class 4 had a mean of −14.26 points, (p<0.001; 95% CI: −12.54, −15.98) less than class 6. Similarly, in LBL, class 4 had a mean of −10.18 points (p<0.001, 95% CI: −7.02, −13.35), less than class 6.ConclusionStudents’ performance using team-based learning was superior to lecture-based learning, irrespective of students’ gender, noticeable among senior students.

Application of online case-based learning in the teaching of clinical anesthesia for residents during the COVID-19 epidemic

ObjectiveCOVID-19 prevention and control demand a reduction in crowd gathering, which has a significant impact on traditional teaching and offline case-based learning (CBL). In order to mitigate the impact of the COVID-19 outbreak on clinical teaching, we aimed to compare the effects of an online CBL with traditional teaching model on learning outcomes of anesthesia residents.MethodsResidents rotated in the Department of Anesthesiology in Beijing Tsinghua Changgung Hospital from January 2020 to February 2021 were included in Group W (n = 19), which implemented the W-CBL teaching model. The performance of residents was evaluated with theory test and 2 survey questionnaires (A and B) were conducted after 1 month of rotating. All 20 residents rotating in the Department of Anesthesiology at our hospital from January 2018 to December 2019 were included in Group C, which implemented the traditional teaching model. Their examination results were acquired through the teaching files and survey questionnaire (A) were administered through WeChat.ResultsDuring the 1-month rotation, a total of 10 cases were discussed in Group W. The average score for theory test was higher in Group W than that in Group C (84.57 ± 4.87 vs. 79.35 ± 3.70, P = 0.001). The satisfaction rate was also in favor of Group W regarding to clinical thinking, communication skills, learning interest and self-learning ability (P < 0.05).ConclusionsOnline CBL based on WeChat platform is an effective and acceptable teaching strategy in comparison to lecture-based learning (LBL) among residents embarking on clinical anesthesia courses.

Utilizing Supplemental Online Modules for Physician Assistant Student Electrocardiogram Interpretation Training.

The literature suggests that graduating medical and physician assistant (PA) students lack competency in electrocardiogram (ECG) interpretation. This project aimed to determine whether use of perceptual adaptive learning modules (PALMs) would improve PA students' ECG interpretation, alter self-perceptions of their ECG education, or both. PALMs were incorporated into the PA curriculum after lecture-based ECG learning. Students' pretest, posttest, and delayed-posttest scores were then compared. Students' ability to correctly interpret ECGs (accuracy) and the percentage of ECGs accurately interpreted within 15 seconds or less (fluency) also were evaluated. Finally, students' perceptions of PALMs and overall ECG training were assessed. PALM training improved ECG interpretation accuracy and fluency (p < .0001), as well as delayed-posttest accuracy and fluency (p < .0001). The majority of student respondents felt supplemental training enhanced their learning. These perception results combined with data on ECG interpretation improvement supports continued use of supplemental PALMs in ECG interpretation training.

And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?

In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students’ learning processes; therefore, the question arises as to whether the perks of cooperative learning still hold when switching to online education. This study examines whether the benefits of team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction, and performance persist when switching from face-to-face to online education. A quasi-experiment in an undergraduate advanced accounting course compared a non-COVID-19-affected semester to a COVID-19-affected semester. In both semesters, students could choose between a TBL and a LBL path for tutorial sessions. Quantitative survey data (N = 455) indicate TBL outperforms LBL, even when switching to online tools. Good teaching was perceived as even better in the COVID-19-affected semester, and even more so by students in the team-based setting, compared to the lecture-based setting. Students’ course satisfaction and performance were unaffected by the switch to online education. This paper shows that TBL still benefits students, even in a blended environment.

Classroom Resource Optimization of the English Four-Step Model Based on Deep Learning

The existing LBL (lecture-based learning) and CBL (case-based learning) teaching modes of English majors in colleges and universities do not contribute to cultivating students’ inquisitive thinking and independent learning ability, whereas the problem-centered PBL (problem-based learning) teaching mode can precisely make up for these shortcomings. This study firstly constructed a PBL “four-step” teaching mode and then realized the innovative application of PBL teaching model in the teaching of English majors in new universities. Then, we designed a method of English classroom resource optimization based on IMOCS-BP neural network, and then, the classroom resource optimization reconstructs the teaching process with unique connotation essence. The experiments show that the BL “four-step” teaching model is designed to achieve the four key elements of “flexible English learning environment, transformed learning the culture, customized content and professional educators”; the designed neural network has optimized the English classroom resources.

Improving the Motivation and the Classroom Climate of Secondary School Biology Students Using Problem-Based – Jigsaw Discussion (PBL-JD) Learning

Classroom climate and motivation plays a major role in the teaching-learning process. In this study, we proposed a new teaching method (PBL-JD). “Problem-Based Learning” (PBL)-Jigsaw Discussion (JD) (PBL-JD) is a student-centered teaching methodology applied in science education; it ensures that the students are actively involved throughout the learning process. The main aim of this research was to examine the effect of the PBL-JD method on students’ motivation to learn science and on the science classroom climate. The participants of this pre-test – post-test quasi-experimental research consisted of 204 tenth graders studying the blood circulation system. Ninety-eight students were assigned to the experimental group and 106 to the control group. The experimental group was taught using the PBL-JD method, whereas the control group used the traditional non-PBL method, i.e., lecture-based learning. Two questionnaires (pre and post) were distributed (one for evaluating motivation and another for evaluating the science classroom climate). Significant differences were found among the experimental group, who improved their motivation and their perception of the classroom climate.

EP.TU.53Mark of Cain: lessons from a field hospital Boot Camp under COVID’s Cloak

COVID-19 restrictions have cursed and canceled most academic training events. Because of fears related to social distancing, centres normally housing >100 delegates now accommodate only 12.AimTo assess the feasibility of a multidisciplinary Core Surgical Trainee (CST) Boot camp training event at a UK field hospital.MethodAll CST1s within a single UK Statutory Education Body were invited to participate in a three-day Boot camp at the Dragon’s Heart Hospital, Millennium Stadium, Cardiff, consisting of simulated, Operative and Non-Operative Technical Skills for Surgeons (NOTSS). Primary outcome measures were; satisfaction and perceived competence using Likert scale (1-5).ResultsAttendees numbered 44 (median age 29 yr. 21 female, 23 male). Median satisfaction scores by domain were: Overall course satisfaction 4 (range 2-5), simulation skills 5 (3-5), lecture-based learning 4 (2-5), academic skills 4 (2-5), and NOTSS 5 (1-5). Levels of perceived confidence in performing simulated index procedures improved markedly (before median 2 (1-5) vs. after 4 (2-5), (p < 0.001). Free text comments reflected and praised the quality of staff commitment, enthusiasm, and in particular interactive workshops related to NOTSS. In contrast, resource limitations inherent to the marquee character of the venue (ambient temperature, IT limitations) received criticism.ConclusionCOVID’s curse can be broken by creativity, enthusiasm, and engagement of translational multidisciplinary team leadership.

An observation of the peer-assisted learning (PAL) method in the clinical teaching of vertigo/dizziness-related diseases for standardized residency training (SRT) students in China: a randomized, controlled, multicenter study

BackgroundVertigo and dizziness (VD) are among the most frequently seen symptoms in clinics and are important for medical students, especially for those in Chinese standardized residency training (SRT). The aim of our study was to examine the PAL method’s feasibility in the clinical teaching of VD-related diseases for SRT students in China.MethodsThis is a randomized, controlled, multicenter study. A total of 228 residents were invited to participate in this study, of which 198 completed the program. The students were randomized into two groups, and VD-related diseases were taught using lecture-based learning (control group) or peer-assisted learning (PAL). An examination paper and a rating scale were used to evaluate students’ performance in the mastery of VD-related theoretical knowledge and clinical skills, meanwhile students’ perceptions, satisfaction, and risk of burnout were also analyzed using a questionnaire. Independent-samples t-test and chi-square analysis were performed to evaluate statistical significance for continuous variables and categorical variables, respectively, using SPSS 18.0 software.ResultsThe PAL group performed better in mastering theoretical knowledge and clinical skills than the control group. And more students believed that PAL could help improve their personal qualities such as teamwork skills. However, more students reported that PAL increased the risk of burnout.ConclusionsPAL was a suitable and effective method in the clinical teaching of some specialized diseases, especially it was recommended for students who had gained initial knowledge and skills, such as Chinese SRT students. However, we should draw attention to the increased risk of burnout if PAL is intended to be widely used in clinical teaching.Trial registrationISRCTN registry, ISRCTN53773239, 05/07/2021, retrospectively registered.

The effectiveness of the problem-based learning in medical cell biology education: A systematic meta-analysis.

Background:Problem-based learning (PBL) was widely adopted in medical cell biology education for Chinese student; however, there was no systematic analysis to prove PBL was much more effective than lecture-based learning (LBL). Our aim is to evaluate the effectiveness of PBL on cell biology curriculum compared with LBL.Method:We systematically searched the publications related to PBL teaching approach in cell biology curriculum for medical education from databases until to February 2021. Pooled standard mean differences (SMDs) and risk ratios with their 95% confidence intervals were used to assess the effectiveness of PBL and the satisfaction of students to PBL compared to LBL in meta-analysis. The heterogeneity of the included studies was assessed by statistical I2 of heterogeneity. Meta-regression and subgroup analysis were performed to analyze the source of heterogeneity. Funnel plots and Egger tests were performed to assess publication bias.Result:After initial searching and selection, 9 studies were included for meta-analysis. All of these 9 studies were in high quality. The SMDs (95% confidence intervals) of total examination scores and comprehensive examination scores between PBL and LBL curriculum in cell biology teaching was calculated to be 0.89 (0.52, 1.26) and 0.53 (0.29, 0.78). Meanwhile, the risk ratios of the satisfaction of PBL vs LBL were calculated to be 1.18 (0.96, 1.46). However, there was a heterogeneity among the pooled SMDs of 10 studies with I2 = 89.7%, P < .001. The factors including the different teachers, the similar or same examination paper and over 100 student numbers among PBL and LBL groups raised the heterogeneity in the pooled SMDs. There is no publication bias in these 10 publications after Egger and Begg test.Conclusion:The result indicated PBL was better than LBL in improvement of examination scores and comprehensive examination scores in cell biology curriculum to some extent. However, the satisfaction of students to PBL and LBL had no difference. The factors, including the different teachers, the similar or same examination papers and over 100 student numbers, affected the effectiveness of PBL and raised the heterogeneity of the pooled SMDs.

LECTURER’S PERCEPTION ON THE IMPLEMENTATION OF PROBLEM-BASED LEARNING (PBL) APPROACH IN TEACHING AND LEARNING

Problem-based learning (PBL) was known as the student-centered pedagogy where it involves the student to experience solving complex real-world problems and the teacher acts as a facilitator in crafting trigger materials to promote the learning concepts. This study aims to investigate and identify the level of usefulness and challenges as well as the level of student achievement through the perception of academic staff’ on the implementation of PBL in classrooms in Malaysia. A quantitative study was conducted, and the data was collected through a survey questionnaire on 98 lecturers all over Malaysia. The findings from the analysis indicate that lectures in Malaysia have a high perception of PBL implementation in the classroom. Overall, the findings enhance the understanding of higher institution lecturers’ perception of PBL in terms of the usefulness of PBL as one dynamic and active approach that transforms dramatically the routine lecture-based learning. Findings also suggest that sufficient training to learners is required in implementing PBL effectively, thus indirectly facilitate the focus of students that lead to the achievement of course learning outcomes.

Student Response Systems in a Technology Enhanced Flipped Classroom: A Qualitative Investigation in Higher Education

Disruptive technology and a generation with an increased interest in using that technology to aid their learning has caused a need to change the current educational landscape. Student Response Systems are a contemporary means to integrate digital technology in the modern classroom. The purpose of this qualitative study is to examine the perspectives that impact students' engagement when using Student Response Systems in a technology enhanced classroom environment. The study was guided by qualitative methods of inquiry through non-participant observations, examination of the course material, and semi-structured interviews. The in-depth interviews (n = 14) were conducted with graduate students who participated in the technology enhanced flipped classroom (TEFC) during their STEM degree studies in southern Sweden. The collected data were analyzed through the means of content analysis. The results of the study show that Student Response Systems are an effective and innovative method to increase students’ engagement in the classroom and embrace a modern learning environment. The participants expressed a positive impact on their willingness to participate in classroom discussions and share their respective views. A drawback that was mentioned is the dissatisfaction to invest more time in preparation ahead of the discussion, compared to lecture-based learning. The Student Response Systems increased the graduate students’ esteem to comfortably engage in classroom discussions and offers educators an additional tool to enhance their current pedagogical methods. The study contributes to the body of knowledge by closing an identified research gap that lacks perceptions from graduate students in a STEM program in southern Sweden. There are a few limitations that the reader should consider. The collected data pertains to graduate-level studies in a STEM degree program. Further, ample data were collected through multiple sources; however, the reflections are limited to 14 interview participants and are, therefore, not generalizable to other populations than those examined in the context.

A Model to Promote University High-Impact Practices Through Community-Based Participatory Research

There has been a shift in higher education from traditional lecture-based learning to incorporating high-impact practices and experiential learning. These practices offer students an opportunity to engage in real-world settings that allow them to apply course content directly into practice. In order for high-impact practices to be effective, both program implementation and evaluation should be conducted collaboratively with community stakeholders, also known as community-based participatory research (CBPR). The Girls Empowering Movement (GEM) initiative, an out-of-school time physical activity program, is an example of CBPR in that it was developed by middle school girls, for middle school girls. The purpose of this article is to provide the framework used to recruit and train undergraduate students to collaboratively lead the GEM initiative in the southeastern United States. This article discusses how community partnerships were created, how specific content and curricular decisions were made to foster a unique learning experience, and how evaluation protocols were created to ensure undergraduate learning and community collaboration.

Exploring the effect of two different teaching strategies on first-year nursing students’ understanding of nutritional concepts: A mixed-method approach

AimThe aim of the study was twofold. First, to explore understanding difficulties in nutritional concepts among nursing students and second, to analyse the effect of two teaching strategies on the level of understanding. BackgroundPrevious studies have pointed out the need to improve the nutritional care education offered to undergraduates in health sciences. As nurses play a crucial role in lifestyle counselling and nutrition assessment, it is essential to identify the learning difficulties that can impair their learning capacity and the more effective teaching strategy in the nutrition area during the nursing degree. DesignA pretest-posttest study was conducted with a mixed-method conversion design. Methods146 first-year-nursing students were included. Two teaching methods, debate-based learning and lecture-based learning were used for instruction on the effect of macronutrient intake on an individual’s state of health. Each group completed two open-ended questions before and after the intervention. Firstly, phenomenographic analysis was performed to identify the learning categories representing variations in students’ understanding. Secondly, qualitative data were quantised and statistically analysed to address differences in learning improvement. ResultsMore than 40% of students struggled with the idea that proteins are associated with weight gain independently of the teaching strategy applied. In the first evaluation question, the debate-based learning teaching method improved students’ learning, achieving higher levels of understanding (p < 0.05). In the second evaluation question, no significant differences were found between the two groups. ConclusionsAreas of problematic knowledge in nutrition education have been identified for the first time that will allow nurse educators to design research-based teaching strategies. Further studies are necessary not only on how to address these misconceptions in nursing students, but also to investigate how nurse educators can contribute to deeper levels of student learning.

TEAM-BASED LEARNING VS LECTURE-BASED LEARNING IN MEDICAL EDUCATION

Objective: The objective of the study is to determine better mode of learning for medical graduates by comparing team-based learning (TBL) and lecture-based learning methods. Study Design: Comparative analytical study. Place and Duration of Study: Surgical Ward 25 of Endocrine and General surgery, Jinnah Postgraduate Medical Center, Karachi, in April 2019. Methodology: This comparative study was based on the principles of TBL; the control program used the traditional lecture-based approach. Both programs were aimed at investigating the knowledge and performance of the two groups. Thirty surgical interns were included in this study. Two groups were made by random selection of surgical interns, 15 in TBL group and other 15 in traditional teaching group. TBL group (Group A) was given the topic of thyroid diseases for self-study followed by 1 h discussion amongst the group members. Lecture-based group (Group B) was given 1 h powerpoint presentation on similar topic. As the main outcome measures, questionnaire containing twenty best choice questions was given to both groups. Performance of the two groups was checked and results calculated as total, average, and standard deviation. Results: Group A participants’ total score (147) was higher than Group B (131) but the p-value was not found to be significant (0.144). Conclusion: Both forms of learning methods are effective and productive in medical education.