Team-based Learning Activities Research Articles

How to Read Scientific Research Articles: A Hands-On Classroom Exercise.

Undergraduate students are generally unfamiliar with scientific literature. Further, students experience frustration when they read research articles the way they read textbooks, from beginning to end. Using a team-based active learning exercise, an instruction librarian and colleagues at University of Texas at Austin introduce nutritional sciences students to a method for reading research papers. Librarians provide student-pairs with one section (introduction, methods, results, or discussion) of a scientific research article. Student-pairs read, discuss, and take notes, then join with pairs assigned the other sections of the article to compare their understanding of the research presented. The exercise reinforces students' critical evaluation skills by providing a productive reading strategy based on the purpose of each section of the research article. This paper describes the active learning exercise and discusses its implementation and evolution. [ABSTRACT FROM AUTHOR]

The effect of team-based learning in medical ethics education

Background: Although now an important aspect of medical education, teaching medical ethics presents challenges, including a perceived lack of value or relevance by students and a dearth of effective teaching methods for faculty. Team-based learning (TBL) was introduced into our medical ethics course to respond to these needs.Aims: We evaluated the impact of TBL on student engagement and satisfaction and assessed educational achievements.Method: The medical ethics education using TBL consisted of four 2 h sessions for first-year medical students of Chonnam National University Medical School.The impact of TBL on student engagement and the educational achievements was based on numerical data, including scores from IRAT, GRAT, application exercise and final examination, and the students’ perception of medical ethics education using TBL.Results: Most students perceived TBL activities to be more engaging, effective and enjoyable than conventional didactics. The GRAT scores were significantly higher than the IRAT scores, demonstrating the effect of cooperative learning. In addition, TBL improved student performance, especially that of academically weaker students.Conclusions: The application of TBL to medical ethics education improved student performance and increased student engagement and satisfaction. The TBL method should be considered for broader application in medical education.

Developing a Learning Orientation: The Role of Team-Based Active Learning

Marketing educators have a responsibility to educate and develop students who are creative, knowledgeable and able to contribute to the success of their firms. One approach to preparing students is to foster a learning orientation. The purpose of this article is to further the understanding of the development of a learning orientation by using team-based active learning for marketing classes. We first discuss how a learning orientation can be beneficial in a class context. Next, we present an overview of team-based active learning rooted in the principles of cooperative learning as an approach for instilling a learning orientation. Finally, we describe an investigation into individual's perception of the influence of learning orientation on creativity, knowledge, and performance. Based on the analysis of data collected from 246 marketing students, the results suggest learning orientation, based on team-based active learning, positively influences marketing program creativity and knowledge.

The relationship between shared mental models and task performance in an online team-based learning environment

In an effort to better understand learning teams, this study examines the effects of shared mental models on team and individual performance. The results indicate that each team's shared mental model changed significantly over the time that subjects participated in team-based learning activities. The results also showed that the shared mental subcategories (team-related knowledge, skill, attitude, dynamicity, and environment) are strongly correlated to team and individual performance.

Modified use of team‐based learning for effective delivery of medical gross anatomy and embryology

Team-based learning (TBL) is an instructional strategy that combines independent out-of-class preparation for in-class discussion in small groups. This approach has been successfully adopted by a number of medical educators. This strategy allowed us to eliminate anatomy lectures and incorporate small-group active learning. Although our strategy is a modified use of classical TBL, in the text, we use the standard terminology of TBL for simplicity. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL activities that required pre-class reading of assigned materials, an individual self-assessment quiz, discussion of learning issues derived from the reading assignments, and then the group retaking the same quiz for discussion and deeper learning. Students' performances and their educational experiences in the TBL format were compared with the traditional lecture approach. We offer several in-house unit exams and a final comprehensive subject exam provided by the National Board of Medical Examiners. The students performed better in all exams following the TBL approach compared to traditional lecture-based teaching. Students acknowledged that TBL encouraged them to study regularly, allowed them to actively teach and learn from peers, and this served to improve their own exam performances. We found that a TBL approach in teaching anatomy allowed us to create an active learning environment that helped to improve students' performances. Based on our experience, other preclinical courses are now piloting TBL.

The Impact of Psychiatric Distress on Co-morbid Medical Illness: A Problem Based Learning (PBL) Case

OPEN ACCESSNovember 8, 2006The Impact of Psychiatric Distress on Co-morbid Medical Illness: A Problem Based Learning (PBL) Case Jason Rosenstock, MD Jason Rosenstock, MD Association of American Medical Colleges (AAMC) Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.251 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: Medical students are often unaware of the relationship between mood/anxiety disorders and cardiovascular disease (e.g., the behavioral and biological mechanisms through which depression might lead to, or exacerbate coronary artery disease). To improve both the assessment and management of such patients we created this problem-based learning (PBL) case. Methods: Like most PBLs, this case has two parts. Part 1 involves a case introduction, where facilitators help students discuss the case, develop learning objectives, and choose which objectives to work on before the next session. Part 2 involves the resolution of the case where students present the results of their independent research on the learning objectives. When administering this PBL, facilitator training is essential. A 1-hour session covering PBL process in general and the specific content of this case should be sufficient. It is useful to have faculty from both psychiatry and internal medicine present during both training and the actual PBL. The case can easily be adapted for use in either clinical or preclinical experiences and in different specialty courses. Results: In terms of effectiveness, medical student response was assessed after running this PBL for 1 year. Nearly 40% of participating students found that the PBL contributed a “significant” or “considerable” amount to their overall learning; over three-fourths found it at least moderately helpful in this regard. Faculty facilitators consistently noted how effective this PBL was in generating student interest and discussion. Qualitative review of student presentations related to PBL learning objectives showed effective knowledge retrieval/acquisition and higher-level analysis, superior to other PBLs used previously in the psychiatry course. Discussion: The significance of this PBL, lies in the approach to teaching comorbidity-sharing conditions among specialties. This challenges students to think outside of traditional silos, and reinforces the importance of an extremely common yet undertaught clinical situation. The learning objectives listed could easily be changed to meet the needs of a particular course or clerkship; in fact, the PBL process itself encourages students to develop their own learning objectives independently, so there would likely be some differences between what students choose to focus on compared to what we have listed. Educational Objectives By the end of this session, learners will be able to: Recognize depression in the context of comorbid medical illness.Appreciate depression's adverse impact on the prognosis of comorbid medical illness and the potential mechanisms by which it might exert its effect.Describe effective depression treatment strategies that can be employed by any physician.Know when to refer depressed medically ill patients to the specialty mental health sector. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Depression Cardio PBL Facilitator Version.doc Depression Cardio PBL Student Version.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Cited BySchatte D, Levine R, Allen M and Findley C (2016) Mood Disorders and Psychotherapeutics Team-Based Learning Activity, MedEdPORTAL, 12, Online publication date: 1-Jan-2016. Copyright & Permissions© 2006 Rosenstock. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial license.KeywordsPsychotherapeutic ProcessesPBLDepressionAntidepressive AgentsPsychiatric Distress Disclosures None to report. Funding/Support None to report. Prior Presentations Rollman BL, Muldoon MF, Rosenstock J, Kalyanam RC, Humphrey A. Initial development of a multidisciplinary curriculum to raise medical students' awareness of the impact of depression on comorbid medical disease. Poster presented at: Association of American Medical Colleges Annual Meeting; November 2005; Washington DC. Loading ...