Team-based Learning Activities Research Articles

Hypertensive Emergency Team-Based Learning.

The target audiences for this team-based learning (TBL) activity are resident physicians and medical students. According to the Centers for Disease Control and Prevention (CDC), nearly half of the adults in the United States have hypertension,1 which is a leading cause of cardiovascular disease and premature death.2 In extreme cases, patients may present in hypertensive emergencies, defined as an acute, marked elevation of systolic blood pressure >180mmHg or diastolic blood pressure >120mmHg with evidence of organ dysfunction.3,4 Patients presenting to the emergency department (ED) with symptoms of hypertensive emergencies must be promptly diagnosed and treated to prevent further morbidity and mortality. This TBL utilizes four clinical cases to educate resident physicians and medical students not only on the recognition of hypertensive emergencies, but also on the workup, management, and disposition of patients who present to the ED with hypertension. By the end of this TBL session, learners should be able to: 1) define features of asymptomatic hypertension versus hypertensive emergency, 2) discuss which patients with elevated blood pressure may require further diagnostic workup and intervention, 3) identify a differential diagnosis for patients presenting with elevated blood pressures, 4) recognize the features of different types of end-organ damage, 5) review an algorithm for the pharmacologic management of hypertensive emergencies, 6) indicate dosing and routes of various anti-hypertensive medications, 7) choose the appropriate treatment for a patient who is hypertensive and presenting with flash pulmonary edema, 8) identify an aortic dissection on computed tomography (CT), 9) choose the appropriate treatment for a patient who is hypertensive and presenting with an aortic dissection, 10) identify intracranial hemorrhage on CT, 11) choose the appropriate treatment for a patient who is hypertensive and presenting with an intracranial hemorrhage, and 12) describe the intervention for warfarin reversal. This is a classic TBL that includes an individual readiness assessment test (iRAT), a multiple-choice group readiness assessment test (gRAT), and a group application exercise (GAE). Learners and instructors were given the opportunity to provide verbal feedback after completion of the TBL. Learners included senior medical students and first-, second-, and third-year emergency-medicine residents. Learners were specifically asked if they felt the cases were educational, relevant, and useful to their training. Six resident physicians and three medical students volunteered their verbal feedback, and agreed when they were specifically asked if the cases were educational, relevant, and useful to their training. The same learners also agreed when asked if they felt the TBL was a more enjoyable activity than a direct lecture to refresh their knowledge and skills. One instructor observed that interns and medical students were generally able to reach a correct diagnosis; however, they seemed to struggle more with describing appropriate pharmacologic interventions when compared to more senior learners. Hypertension is a common complaint and incidental finding in patients presenting to the ED. Given its non-specific value, it can be a difficult topic for the novice healthcare provider to master. The differential diagnosis for a patient presenting with hypertension is vast, ranging from benign to emergent, and can sometimes necessitate minimal to substantial workups. Thus, this TBL is a useful, relevant, and effective exercise for residents-in-training to review and understand the management of hypertension. Hypertension, hypertensive emergency, asymptomatic hypertension, flash pulmonary edema, aortic dissection, intracranial hemorrhage, warfarin reversal, team-based learning.

Assessment of the Effectiveness of Team-based Learning Activities on Learning Outcomes in the Undergraduate Immunology Classroom.

Immunology is inherently interdisciplinary. Understanding how the immune system functions requires knowledge from several scientific disciplines, including molecular biology, cellular biology, genetics, and biochemistry. Furthermore, immunology is conceptually complex, requiring the identification of a plethora of immune components and mastery of a large volume of new vocabulary. These attributes can pose challenges to student learning in the undergraduate immunology classroom. Team-based learning (TBL) is a pedagogical method used to increase student engagement in learning, improve student collaboration, and develop communication skills. In a variety of educational settings, TBL activities have been shown to foster a deeper understanding of complex topics, increase student confidence in course content, and improve learning outcomes. In this study, we examined differences in the impact of traditional lecture versus TBL activities on student learning outcomes for four different topics presented in an undergraduate adaptive immunity course composed largely of academically high-performing students. We matched content across two student cohorts, delivered via team-based learning methodology (T cell development and Ab-mediated functions) and traditional lecture (B cell development and T cell effector functions). Student learning was assessed using content questions across a range of Bloom's taxonomy levels, which demonstrated that the TBL activities did not improve examination performance over lecture-based learning in this course. However, students found this learning tool to be valuable, indicating that the TBL activities assisted with preparation for examinations and provided a necessary opportunity to address misconceptions.

Implementing team-based learning in a large environmental chemistry course and its impact on student learning and perceptions

Team-based learning (TBL) is an instructional strategy where students participate in a set of activities including, applying course concepts to real-life case studies in instructor-selected teams. Here, we describe how TBL has been incorporated into a 3rd year, large, environmental chemistry course and investigate the benefits of using this strategy. A combination of pre/post survey and coursework data were analyzed to understand: (1) What were student perceptions of TBL? (2) How did using TBL to deliver content influence student learning, measured by exam performance? (3) How did students’ team skills evolve? Post-survey results indicate that students perceived TBL as enhancing their interest in course content, creating real-world connections, and most helpful for achieving practical critical thinking skills. Student performance on TBL-related final exam items was significantly better (Mean = 73%, SD = 21%) than non TBL-related final exam items, (Mean = 65%, SD = 21%), despite the level of complexity being similar between the two categories. The pre/post survey results indicate that, as compared to the start of term, students reported being significantly more comfortable expressing opinions in group meetings (t(78) = 4.25, p < 0.001, Cohen's d = 0.48), and leading group discussions (t(78) = 3.11, p = 0.003, Cohen's d = 0.35), by the end of the term. The one-minute reflections (completed following the first and fifth TBL activities) indicated that there was a 14% increase (77% vs. 91%) in the number of students reporting on collective team decision making. This study demonstrates the wide-ranging positive impacts of TBL to student learning in a large Environmental Chemistry course all while enhancing active learning and applying chemistry concepts to relevant and real-life case studies.

Immersive Team-Based Learning in Transnational Virtual Classrooms

Abstract This study explores the impact of a transnational team-based virtual learning experience on students’ self-perceived learning outcomes. The purpose of this research is to identify students’ self-perceived learning outcomes in virtual classrooms and describe the attributes of team members considered valuable for achieving team goals and learning success. Students who participated in a team-based international joint course across three editions from 2020 to 2022 completed reflective learning journals, which served as data collection research instruments. The researchers utilized a mixed-methods approach, combining quantitative and qualitative methods, along with thematic content analysis, to examine 327 validated source documents. The results revealed that students highly valued the transnational team-based learning activities during the virtual course. Participants highly valued the transnational nature of the course, as it facilitated effective collaboration within international teams and developed cross-cultural understanding skills. The virtual learning environment played a crucial role in enabling cultural exchange and understanding, fostering active participation, and encouraging reflective practice for groups of students from different countries and universities. Additionally, the study emphasized the development of digital skills as students engaged in transnational collaborative online learning using advanced technologies for communication and teamwork across distances. The digital learning environment positively influenced students’ motivation, sense of belonging, and camaraderie. The research identified 16 self- and hetero-identified attributes of team members, deemed valuable by participating students for achieving teamwork goals and learning outcomes. Attributes such as effective communication, collaboration, goal-oriented attitudes, and organizational skills were among the most highly regarded. These findings underscore the importance of transnational team-based virtual learning experiences in preparing students for global labor market demands. The study highlights the significance of fostering collaboration, cultural understanding, and digital literacy skills in educational settings.

Developing a good practice guide for group work that transcends disciplines

Collaborative and group-based learning provides a rich opportunity to enhance student outcomes (Prince, 2004). The Australian National University (ANU) Learning and Teaching Strategy (2022) outlines a goal to promote collaborative pedagogies and ensure students experience group and team-based learning activities. Group assessment is a means to achieve this by structurally valuing and prioritising students working with their peers on complex problems and long-term projects. A small-scale exploratory study (unpublished) conducted by the Centre for Learning and Teaching (CLT) found only 11% of undergraduate courses at the ANU in 2022 had any element of group assessment, emphasising the need to support educators to incorporate more high quality group work and assessment across programs. To address this need, we developed and delivered a digital good practice guide and training workshop that aims to support educators to create and facilitate group assessments that work best for their context. At the heart of the project was a partnership with staff from the School of Engineering who expressed a keen interest in sharing their experience, knowledge, and existing resources relating to the design and support of group work with the broader University. We saw this as an opportunity to enable and enhance sharing between educators and education support staff across discipline areas and colleges, overcoming silos that exist within the University. To maximise our reach and impact, we chose to co-design a digital resource with the School of Engineering promoted through online communication channels because it offers an accessible format that is available all educators at or outside of the ANU. Our good practice guide for group work and assessment responds to the diverse needs and contexts of educators, translating theory from the literature into practical recommendations. The guide is underpinned by the theoretical framework of social constructivism (Vygotsky, 1980), and was created using a human-centred approach to design. The partnership with the School of Engineering made this design approach possible as it established a pathway for us to engage directly with end users. Importantly, we also engaged with staff from across other areas of the University to ensure the content and design of the guide addresses the learning and teaching contexts relevant to their discipline (e.g. predominantly male or International student cohorts) and the emerging context of transdisciplinary courses. This poster will present the process and outcomes of the project from the initial research and discovery phase through to the design, delivery, and evaluation of the good practice guide and accompanying workshop. Alongside this, we will present a critical reflection on how the partnership and engagement with educators across disciplines affected the design and ultimate impact of the resources.

Evaluation of Student Peer- and Self-Grading in an Integrated Pharmacotherapy Course

ObjectiveTo determine if student peer- and self-grades correlate with faculty grades on case vignettes. MethodsThis study involved first professional-year students enrolled in an Integrated Pharmacotherapy course. The course included three modified team-based learning (TBL) activities (each consisting of individual and team readiness assurance tests, followed by three open-note case vignettes completed in teams). Each student uploaded completed case vignettes to the learning management system and was assigned to complete a self- and a random, anonymous peer-grade using a provided key. Peer- and self-grades were compared to faculty grades using a null multilevel model to determine the intraclass correlation coefficient (ICC). Faculty time spent grading was captured, and students were surveyed to determine the perceived value of peer- and self-grading. ResultsFaculty- and peer-grades had a slightly higher correlation than faculty- and self-grades (ICC = 0.75 vs 0.73, respectively). The ICC between all three grader groups was 0.74. Faculty spent an average of 2.5 h grading the cases after each TBL session. Students reported spending a median of 36 min on the peer- and self-grades for each TBL session. Overall, students agreed that both the self- and peer-grading activities helped identify gaps in knowledge (90% and 56%, respectively). A total of 78% of students agreed that self-grading was beneficial for their learning. ConclusionThere was a moderate-to-good correlation between peer-, self-, and faculty- grades for case vignettes. Faculty time may be saved through student self- or peer-grading.

Passivity, task segmentation, and relational capital: a study of interpersonal relationship formation among freshman medical students in team-based activities.

Team-based learning in medical education facilitates the formation of interpersonal relationships, enhances academic achievement, and establishes future clinical connections. Despite medical schools' distinct educational environments and curricula, research investigating students' learning and behavioral characteristics within this context remains limited. This study aimed to investigate the specific characteristics of interpersonal relationship formation among freshmen medical students in team-based learning activities. Focus group interviews were conducted with 11 students who participated in a team-based class held during the first semester of the premedical year. Medical students passively expressed their thoughts and feelings, such as active sympathy for the team's opinions and self-censorship of SNS (social networking service) conversations. When performing team activities, students were excessively conscious of others and focused on evenly dividing their work, minimizing their opinions, and fulfilling their share to prevent potential interpersonal conflicts. Interpersonal activities were only superficial, as students intentionally maintained a certain distance from team members or used team activities as an opportunity to accumulate relational capital. The results of this study are expected to provide a useful basis for designing and conducting team activity classes to enhance interpersonal relationship formation.

The effects of Team-based Learning Activities on the Creative Talent Competency and Personality of Pre-Service Child Care Teachers

The effects of Team-based Learning Activities on the Creative Talent Competency and Personality of Pre-Service Child Care Teachers

팀기반학습으로 운영된 유아동작 모의수업 경험에 대한 의미연결망 분석

Objectives This study examined the meaning and impact of team-based learning (TBL) on early childhood movement education by analyzing the reflective materials on teaching practices written by prospective early childhood teachers participating in TBL.
 Methods The participants of this study were 45 students enrolled in a 4-year early childhood education program in G City. The movement education class they took involved the design and demonstration of simulated lessons, which were conducted using the Team-Based Learning (TBL) approach. After completing a semester of classes, the learners wrote self-reflection materials on TBL and simulated lessons in the context of movement education. The qualitative data from these materials were analyzed using KrKwic and UCINET to extract keywords and perform centrality and semantic network analysis.
 Results Firstly, the common theme keywords that emerged from the TBL activities and simulated teaching demonstration experiences were ‘lesson plan’, ‘activity’, ‘movement’, ‘class’, ‘children’, ‘simulated teaching’, ‘feedback’, and ‘interest’. Secondly, the keywords associated with TBL activities included ‘time’, ‘team members’, ‘groups’, ‘opinions’, ‘active participation’, ‘challenges’, ‘parts’, ‘materials’, ‘expression’, ‘practice’, ‘modification’, and ‘utilization’. The semantic network analysis of TBL activities revealed a meaningful structure related to simulated teaching and the experiences of TBL activities. Thirdly, the keywords identified in relation to simulated teaching experiences were ‘teacher’, ‘thoughts’, ‘progress’, ‘experience’, ‘field’, ‘assistance’, ‘application’, ‘methods’, ‘process’, ‘rules’, ‘improvement’, and ‘demonstration’. The keyword ‘teacher’ showed high values in terms of linkages, degree centrality, closeness centrality, and betweenness centrality. The proximity centrality of ‘progress’, ‘experience’, and ‘application’ was high, while the betweenness centrality was low. The semantic network structure reflected the effectiveness of learning and application through the preparation and implementation phases of simulated teaching.
 Conclusions The semantic network analysis of early childhood movement education simulated teaching experiences conducted through TBL revealed that prospective early childhood educators perceive TBL activities and simulated teaching experiences as highly significant. These findings underscore the importance of learner-engaged instructional approaches in enhancing the teaching competencies of prospective early childhood educators.

Assessment of the effectiveness of team-based learning activities on learning outcomes in the undergraduate immunology classroom

Abstract Immunology is inherently interdisciplinary. Understanding how the immune system functions requires knowledge from several scientific disciplines including molecular biology, cellular biology, genetics, and biochemistry. Furthermore, immunology is conceptually complex, requiring the identification of a plethora of immune components and mastery of a large volume of new vocabulary. These attributes can pose challenges to student learning in the undergraduate immunology classroom. Team-based learning (TBL) is a pedagogical method used to increase student engagement in learning, improve student collaboration, and develop communication skills. In a variety of educational settings, TBL activities have been shown to foster a deeper understanding of complex topics, increase student confidence in course content, and improve learning outcomes. In this study, we examined differences in the impact of traditional lecture versus TBL activities on student learning outcomes for four different topics presented in an undergraduate adaptive immunity course. We matched content, across two student cohorts, delivered via team-based learning methodology (T cell development and antibody-mediated function) and traditional lecture (B cell development and T cell effector functions). Student learning was assessed using content questions across a range of Bloom’s taxonomy levels, which demonstrated that the TBL activities increased learning. Additionally, students indicated that the TBL activities assisted with preparation for exams and provided a necessary opportunity to address misconceptions. Taken together, TBL intervention increased student performance on basic content, and students found this learning tool to be valuable. departmental support only

The Effect of Team-Based Active Learning and Embedded Tutors in the First Course in Accounting

We evaluate the impact of teams-based active learning mode on student performance in the first course in accounting as compared to a traditional instructor-led passive mode. We find positive results for active learning mode, indicating its impact on the long-term knowledge retention. We also test the effect of embedded (in-class) peer-to-peer tutors in the active learning mode. The averages of all three exams of sections with embedded tutors are all significantly higher than those with no embedded tutors. When controlled for the time spent with traditional outside tutors, the role of the embedded tutors remains significant in Exam 1 and 2.

Learner Autonomy in Team-based Learning: A Case Study of Mechanical Engineering Education

Abstract :Team-based learning (TBL) has been increasingly applied in engineering and science education over the past decade. This study explores a particular TBL approach used in a mechanical engineering module for second-year undergraduates in Taiwan. The results of a survey on these students’ learner autonomy (LA), perceptions of TBL, engagement with TBL, self-reported contributions and concerns about TBL activities were analyzed along with their academic performance. The results suggested that LA played a crucial role in TBL, especially contribution to group work, and that classroom implementations should therefore make it a priority to boost LA. In addition, positive reciprocity was found to be operating during group work. Group differences were found in issues the students expressed concern about. Students who cared about fairness had higher LA and were more likely to contribute to team tasks whilst some students could have been less engaged in group activities due to poororganizational structure. Several challenges were also observed in this study. They included passive learners, classroom-management problems, free-riding, and limited resources. Based on our findings, we recommend that engineering instructors encourage student-teacher communication by using bonus-point incentives, student experts, peer evaluation and group competitions. Keywords : Learner autonomy, mechanical engineering education, Taiwan, Team-based learning.

Learning How to Learn: An Innovative Medical School Orientation Activity.

In 2018, Creighton University School of Medicine initiated a multiyear strategy to redesign the pedagogic approach of its educational program, transitioning from large-group, lecture-based experiences to small-group, active learning experiences using case-based learning (CBL) as required prework for team-based learning (TBL). In July 2019, the authors introduced their first-year medical students to the pedagogic and empiric underpinnings of the new curriculum they would experience. Initially, and ironically, this introduction was presented as a 30-minute didactic lecture, and students' ability to assimilate this information in any meaningful way was challenged. In addition, students required several sessions of the CBL-TBL activities during the official curriculum before they were able to effectively function as a team of learners. The authors created a novel introduction to their educational program that was active, meaningful, and efficient. In 2022, the authors created a 2-hour, small-group CBL activity using a fictional narrative of a medical student encountering their curriculum. During development, the authors recognized that the narrative was conducive to introduction of affective responses to medical education stressors, such as imposter phenomenon and Stanford duck syndrome. The CBL activity was given 4 hours during the formal 2022 orientation; 230 students participated. The CBL activity occurred on the second day of orientation and the TBL activity on the third (final) day of orientation. The results of the TBL activity indicate that students acquired a fundamental understanding of the attributes of active learning, features of imposter syndrome, substance abuse associated with Stanford duck syndrome, and peer evaluation. This CBL-TBL activity will become a permanent part of orientation. The authors hope to evaluate the qualitative outcomes of this innovation on students' professional identity formation, institutional affiliation, and motivation. The authors will assess for any negative impact of this experience and the overall orientation.

Vancomycin Flight Simulator: A Team-Based Learning Exercise

Team-based learning (TBL) encourages learners to think critically to solve problems they will face in practice. Pharmacokinetic dosing and monitoring are complex skills requiring the application of learned knowledge. The study sought to assess the impact of a TBL, vancomycin dosing activity in a Pharmaceutical Skills IV course measured with exam question performance during the second professional year. This retrospective, descriptive study relates a TBL activity, assigned to 85 students, which included an individual student pre-preparation quiz, assigned readings, in-class individual and team-based readiness assessments, small group application of a vancomycin patient case, and group discussion/feedback on clinical decisions with supportive reasoning. The class year before and class year of the TBL implementation were compared using the total percentage of points possible earned by the class years, by topic. To minimize potential confounding, the primary outcome was the change in topic performance by the rank difficulty (e.g., the largest possible benefit being the hardest topic becoming the easiest with no other variation in topic rank difficulty). In the year of implementation, the mean individual readiness assurance test (IRAT) performance was 5.5 ± 1.88 (10 points possible, 55%). The mean team readiness assurance test (TRAT) performance was 10 of 10 points possible (100%). The class exam item performance in the year before (n = 101) and year of (n = 84) TBL implementation showed a general decline in exam scores. However, the vancomycin topic difficultly went from fifth easiest, to second easiest, with less than 1% change in raw score. Implementation of a pharmacokinetic TBL activity appeared to moderately support the students' vancomycin learning. Additional studies are warranted on APPE readiness and performance.

The Suicidal Patient in the Emergency Department Team-Based Learning Activity.

Emergency medicine resident physicians, (PGY1-4), medical students rotating in the emergency department. Emergency physicians have a duty to recognize and provide care for patients who attempt to harm themselves or commit suicide. Mental health-related chief complaints account for 12.5% of emergency department (ED) visits.1 Additionally, patients with depressive symptoms who are discharged from the ED are at the highest risk for suicidal thoughts and behaviors.1 Therefore, evaluating and screening for suicide and determining appropriate dispositions for this patient population is extremely important. This team-based learning (TBL) activity will help prepare residents and medical students to evaluate, recognize, and disposition this at-risk patient population. By the end of the session, participants will be able to: 1) describe risk factors for suicide; 2) summarize the emergency physician's role in assessing patients with psychiatric emergencies; 3) assess a patient using a mental status evaluation; 4) identify the criteria for involuntary psychiatric hold placement; 5) develop a safe discharge plan for patients experiencing depression; and 6) Formulate a plan for evaluating a suicidal patient who is acutely intoxicated. This team-based learning activity is a classic TBL that includes learner responsible content (LRC), an individual readiness assessment test (iRAT), a multiple choice group readiness assessment test (gRAT) with immediate feedback assessment technique (IF/AT), and a group application exercise (GAE). A post-TBL survey was provided to each participant. A Likert scale was used for the survey questions to assess the relevance of the session to emergency medicine practice, learner perception of knowledge gained, learner perception of improvement of clinical practice, session engagement, and session delivery. The post-activity evaluation had a response rate of 33% (11/33). Overall, all the participants "strongly agreed" (Likert 5/5) or "agreed" (Likert 4/5) that the session improved their knowledge of caring for the suicidal patient in the ED with an average score of 4.6/5. All participants "strongly agreed" (Likert 5/5) or "agreed" (Likert 4/5) that the material presented was relevant to their clinical practice in the ED for an average score of 4.6/5. Constructive feedback included requesting learner responsible content (LRC) be sent earlier than one week prior to the activity. Depression and suicidal ideation are common ED complaints. However, it can be difficult to evaluate these patients and select an appropriate disposition because their symptoms can range from benign to life-threatening. The team-based learning (TBL) session allows for discussion of the complexities of the depressed and suicidal patient. Learners found this TBL to be beneficial in providing a diagnostic pathway and treatment algorithm to manage these complex, high-risk patients. Suicide, depression, substance abuse, disposition, team-based learning.

Entrepreneurial leadership development in teams: A conceptual model

Entrepreneurial leadership is an emerging paradigm of enquiry that has gained increased attention in research and practice in recent times. However, due to lack of conceptual clarity and theoretical foundations, various dimensions of entrepreneurial leadership competencies and their development specifically in group contexts lack theoretical and conceptual underpinning. This research seeks to narrow this gap by outlining a conceptual framework for team-based entrepreneurial leadership learning and development. According to the proposed model, developing entrepreneurial leadership skills is a dynamic and complex social process. Entrepreneurial leaders can gain knowledge and skills by participating in a variety of team-based learning activities, including peer observations, group-based experiential learning, self-regulated learning and team learning.

TECHNIQUES FOR ENHANCING READING COMPETENCE ON THE CBI/STEM DOMAIN

The article reports on the experience obtained through teaching reading strategies in the CBI domain at Urgench State University (Uzbekistan) that demonstrated the importance of scaffolding techniques in teaching both General English and CBI. Effective approaches to scaffolding implemented in the teaching process that provided easier immersion in the academic content and boosted students’ language acquisition are presented. It is advisable to pay particular attention to enhancing students' reading proficiency as part of the development of their academic learning abilities since reading constitutes the majority of the cognitive load in academic studies. In Central Asia, educators require their students to have a strong foundation in STEM literacy from an early age. This mandate forces colleges and institutions to give students the skills they need to be open to collaboration, integration, innovation, and lifelong learning. A multidimensional and inter-disciplinary approach is crucial from the students' point of view following work placement as it adds more value to local and global issues. Project-based learning tasks, real-world problem-solving tasks, team-based collaborative learning activities, and fostering leadership are all 21st century soft skills that can enhance and help to promote excellence in both learning and teaching STEM education.

P021 A Qualitative Investigation of Undergraduate Students’ Experience in a Flipped, Remote Course During the COVID-19 Pandemic

ObjectiveEvaluate undergraduate students’ experience in a synchronous online course that utilized flipped learning during the COVID-19 pandemic.Use of Theory or ResearchIn studies using face-to-face courses, flipped learning has helped students become independent learners compared to traditional, lecture-based courses. However, studies investigating flipped learning rely on face-to-face courses and it is unknown if this model can be effectively applied to the online, synchronous learning environment.Target AudienceUpper-level undergraduate students (n = 12) in an advanced nutrition synchronous online course at a midsize, private Midwestern university using Zoom softwareCourse/Curriculum DescriptionIn this online, synchronous flipped class, students read textbook chapters and/or watched videos prior to coming to class. Synchronous online classes conducted via zoom were utilized for applying material. Breakout rooms were utilized for team-based learning activities. Example topics covered in class include macronutrient and micronutrient metabolism.Evaluation MethodsStudents completed 5 learning reflections throughout the semester. Content analysis was applied to these reflections to discover themes by two investigators.ResultsFive themes were discovered from the reflections: dependency, peer support, metacognition, asking questions, and effort. Overall, students did not become independent learners and depended on the instructor to explain things to them; however, students did recognize they had room for growth in their efforts to learn on their own. Peer support using breakout rooms during class provided a safe space and much needed support and interaction, especially during a socially isolated time. While students valued the learning moments that came from asking questions, they largely relied on others to ask questions.ConclusionsEven though students were able to grow and make strides as learners during the flipped, remote course, they never became fully independent learners. Utilizing breakout rooms for team-based learning may help students develop the confidence in asking questions and learning from mistakes. Additionally, compared to previous studies, students in this remote course emphasized the benefits of the team-based learning for social support and interaction.FundingNone

Using A Community of Inquiry in the Design of Histology Curriculum for First Year Medical Students

Histology faculty in the Doctor of Osteopathy (DO) program at the Philadelphia College of Osteopathic Medicine revised the delivery methodology of first‐year histology content in order to improve student performance, increase social interaction among students and faculty, shift to an all‐distance learning environment, and align curricula across our three campuses. This abstract describes an Action Research approach to implementing a Community of Inquiry (CoI) model of learning during a time of unprecedented change at both the program and the global level. An Action Research approach is a pragmatic methodology for improving medical education practice by incorporating change in a collaborative, reflective, cyclical, planned, and practical manner. We chose the CoI model of learning as it is a collaborative‐constructivist approach to instruction and well suited for online and team‐based learning. This model encompasses three prongs to delivering content: a teaching, social, and cognitive presence. In our curriculum, the teaching presence is composed of curated content in the form of self‐guided learning activities (videos, text, assessments) delivered through the Tophat learning platform and organized to support retrieval, interleaving, and spaced learning; the social presence involves student interactions online and in the classroom through discussion boards and team‐based learning activities (independent and faculty‐led); and the cognitive presence takes place with students interacting with learning modules, posting and responding to discussion threads, taking assessments, receiving feedback from assessments and engaging in problem solving exercises during the small‐group learning sessions. Within this model, students are encouraged to take responsibility for self‐directed learning, allowing for personalized investment in life‐long learning. CoI provides a platform to implement the best evidence‐based practices for histology instruction across three campuses with varying student population sizes and educational needs. Early data suggests an increase in student engagement and an improvement in student performance. We believe our model provides insight into effective curricular design for the ever‐changing face of undergraduate medical education.

Medical students\u2019 self-evaluation of character, and method of character education

BackgroundAs medical doctors must have a strong sense of ethics, character education is particularly important for them compared with other professions. This follow-up study aimed to establish the foundation for developing a character education program in medical schools by (1) conducting a survey among medical students on the self-assessment of one’s character based on eight qualities (service and sacrifice, empathy and communication, care and respect, honesty and humility, responsibility and calling, collaboration and magnanimity, creativity and positivity, patience and leadership), the perceived importance of character, and satisfaction with character education at medical school, and (2) analyzing the usefulness of learning methods for acquiring character elements. It also aimed at verifying the (3) gender differences in self-evaluation of character elements, and (4) academic-year differences in the survey items.MethodsMedical students’ perceptions were identified through a questionnaire survey among 856 medical students from five South Korean medical schools. The questionnaire comprised items on the achievement level of the character element, importance of character in the medical curriculum, satisfaction with character education in medical schools, and the learning method’s degree of helpfulness. Descriptive statistics, t-test, and one-way ANOVA were used to compare responses.ResultsThe importance of eight-character qualities had high average scores, whereas the average scores for satisfaction with character education and achievement level were comparatively low. For the question on each learning method’s helpfulness in gaining the eight-character qualities, the score of team-based learning activities was the highest, followed by club activities, relationships with peers, role modeling of professors, and course study. Regarding satisfaction with character education, male students gave higher scores than female students, manifesting a statistically significant difference. Regarding the importance of the character element in medical education, statistically significant differences existed based on academic year.ConclusionMedical students’ perceptions of character education varied according to gender and academic year. They regarded character education highly but were unsatisfied with the current character education at medical schools. Thus, diverse character education curricula must be developed and implemented along with extra-curricular character programs. An effective approach to implementing character education can be discovered by verifying the differences in students’ perceptions based on the character education courses in medical schools.