Team-based Learning Group Research Articles

The effect of modified team-based learning method on the knowledge and skills of medical emergency personnel: a clinical trial.

Trauma is one of the most important issues and problems considered in most countries in today's modern and industrial society. Since pre-hospital care is the first component of a trauma care system, if done properly, it can reduce the problems associated with long-term disability and death due to trauma. Therefore, the present study was conducted to determine the impact of training based on a modified team-based learning (TBL) method on the skills of medical emergency personnel in managing trauma patients in 2022. The present study was a two-group clinical before/after study in which 96 technicians were selected using a stratified random sampling method. The sample members were randomly divided into an intervention group and a control group. In the intervention group, skills for dealing with trauma patients were taught through a modified team-based learning method. The results were analyzed using SPSS software version 21. The results of the repeated measures analysis of variance showed a significant difference between the intervention and control groups in learning skills for dealing with trauma patients (P<0.001), which were determined by examining the effect of test repetition and the effect of interaction. The changes in the studied variables in the TBL groups were significantly greater than those in the control group (P<0.001). The results indicate that training based on the modified team-based learning method is effective for the management of trauma patients by medical emergency personnel and improves the readiness of personnel in this field.

Roles of Two Learning Methods in the Perceived Competence of Surgery and Quality of Teaching: A Quasi-experimental Study among Operating Room Nursing Students.

Nowadays, Clinical courses are meticulously structured to give students essential opportunities to elevate their professional qualifications,so that the patients' safety is protected and their conditions improve. Given the many challenges in the clinical environment of the operating room, this study was conducted to compare the impact of team-based and task-based learning methods in the clinical settings on the perceived competence of surgery and the quality of training from the operating room nursing students' point of view. This quasi-experimental study was conducted on fifty 5th semester operating room technology students at Hamadan University of Medical Sciences in 2023. In this study, students were selected using the convenience sampling method and placed in two educational groups (team-based and task-based) of 25 subjects using the matching method. After implementing the training process in the operating room setting, the data related to the study were collected using the valid questionnaires of perceived competence in surgery (Cronbach's alpha=0.86) and quality of education (Cronbach's alpha=0.94). Also, the data analysis was conducted at the descriptive and inferential (included independent t-test and analysis of covariance) statistics level using SPSS version 16 software. Findings showed that the mean clinical training quality score was significantly higher in the team-based learning group than in the other group (P=0.014). Also, after the median intervention, the perceived competence score of surgery was higher in the task-based learning group than in the team-based group, and the difference in the average change of the competence score between the two groups was statistically significant (P<0.001). Based on the results, it is suggested that a task-based learning method should be used for the clinical instructors to increase level of the perceived competence of the surgery among operating roon nursing students.

Academic performance among pharmacy students using virtual vs. face-to-face team-based learning

Introduction This study compares pharmacy students’ performance using face-to-face (FTF) team-based learning (TBL) vs. virtual TBL across multiple courses and different academic levels while accounting for student demographic and academic factors. Methods The study included pharmacy students from different academic levels (P1–P3) who were enrolled in three didactic courses taught using FTF TBL and virtual TBL. Multiple generalized linear models (GLMs) were performed to compare students’ performance on individual readiness assurance tests (iRATs), team readiness assurance tests (tRATs), team application exercises (tAPPs), summative exams, and total course scores using FTF TBL vs. virtual TBL, adjusting for students’ age, sex, race, and cumulative grade point average (cGPA). Results The study involved a total of 356 pharmacy students distributed across different academic levels and learning modalities: P1 students [FTF TBL (n = 26), virtual TBL (n = 42)], P2 students [FTF TBL (n = 77), virtual TBL (n = 71)], and P3 students [FTF TBL (n = 65), virtual TBL (n = 75)]. In the P1 cohort, the virtual TBL group had higher iRAT and tRAT scores but lower tAPP scores than the FTF TBL group, with no significant differences in summative exams or total course scores. For P2 students, the virtual TBL group had higher iRAT and tRAT scores but lower summative exam scores and total course scores than the FTF TBL group, with no significant differences in tAPP scores. In the P3 student group, the virtual TBL group had higher iRAT, tRAT, tAPP, summative exam, and total course scores than the FTF TBL group. Conclusions Students’ performance in virtual TBL vs. FTF TBL in the pharmacy didactic curriculum varies depending on the course content, academic year, and type of assessment.

Comparing the effects of team-based and problem-based learning strategies in medical education: a systematic review

BackgroundRecently, there has been a concerted effort within medical schools to depart from conventional lecture-based learning approaches to alternative teaching methods such as team-based learning (TBL) and problem-based learning (PBL), with the aim of enhancing both student engagement and instructional efficacy. Despite this shift, a comprehensive review that directly compares the impacts of PBL and TBL methods in medical education is lacking. This study seeks to address this gap by conducting a meta-analysis that compares the effects of TBL and PBL in the context of medical education.MethodsStudies from Embase, PubMed, Web of Science, China National Knowledge Infrastructure, and Chinese Wanfang Database were searched, from inception to July 11, 2023. A meta-analysis was performed using Stata 14.0, and a total of 10 studies (including 752 participants) were included. The standardized mean difference (SMD) was used to estimate pooled effects. Heterogeneity was detected using the I2 statistic and further explored using meta-regression analysis.ResultsCompared with PBL, TBL significantly increased the number of theoretical tests (SMD = 0.37, 95% CI: 0.02–0.73). Additionally, TBL greatly improved teamwork skills compared with PBL. However, there were no significant differences between the TBL and PBL groups concerning practical skill scores, learning interest, or understanding skills.ConclusionTBL in the theoretical aspects of medical education appears to be more effective than PBL in improving theoretical test scores and teamwork skills, providing evidence for the implementation of TBL in medical education.

A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments

BackgroundThe swift transition to online teaching in medical education has presented the challenge of replicating in-class engagement and interaction essential for active learning. Despite online team-based learning (TBL) offering potential solutions through structured cooperative activities, its efficacy in virtual simulation experiment courses remains scantily researched. This study investigates the effectiveness of online TBL for teaching virtual patient experiments in a basic medical laboratory course and contrasts it with traditional offline teaching in terms of student performance and perceptions.MethodsA comparative analysis involved 179 Year 3 medical students using online TBL, face-to-face TBL (FTF-TBL), and the flipped classroom (FC) approach. The learning outcomes were assessed based on experiment reports, IRAT scores, TRAT scores, and final exam performance. Students’ perceptions of both online and in-class TBL methodologies were also surveyed.ResultsBoth online and in-class TBL groups demonstrated comparable academic outcomes and surpassed the FC group in academic performance. Students displayed a marked preference for the TBL format (whether online or in-class), valuing its enhancement of learning interest and practical knowledge application. Nevertheless, refinements in discussion efficiency, platform convenience, and student-instructor interaction were indicated as potential areas of improvement in the online setting.ConclusionsOnline TBL, along with its in-class counterpart, showed superior academic performance and a more positive learning experience compared to the FC group. These findings underscore the potential of online TBL in adapting to modern pedagogical challenges and enriching medical education through virtual simulation experiments.

The application of flipped classroom combined with team-based learning in the orthopedic clinical teaching.

Medical education has evolved rapidly, with the development of flipped classrooms and team-based learning based on lecture-based learning, but the novel model of combining flipped classrooms with team-based learning has been poorly investigated in orthopedic education. A femoral neck fracture teaching mode was chosen to 109 clinical internship students to explore the effectiveness of flipped classroom combined with team-based learning in internship education. They were enrolled and randomly divided into either the flipped classroom combined with team-based learning group (FTG, n = 55) or the traditional lecture-based classroom group (n = 54). All students completed the learning according to the course flow and took before-class and after-class tests. The questionnaires were used to compare students perceptions and satisfaction with the different teaching methods and were utilized to assess the strengths and weaknesses of the 2 groups. The post-class test scores of both groups significantly improved compared to pre-class test scores. Regarding the post-class test scores, FTG's was significantly higher than the traditional lecture-based classroom group's, mainly in clinical areas such as imaging analysis, fracture classification, treatment options, and management of postoperative complications, but there was no significant difference in the mastery of basic theoretical knowledge. The students were more satisfied with the FTG and believed that it improved their various competencies, but with significantly more time spent. FTG is generally recognized as a promising option for training clinical interns and is worth spreading as it has outstanding merits in developing students clinical competence.

Comparison of Lecture and Team-Based Learning methods, a Novel Strategy in Dental Education: Experience of Yazd Dental School

Introduction: Team- based learning (TBL) is a student- based teaching method in which students participate in teamwork and application of learning concepts to problem- solving. It has been widely proposed in the education of medical and dental education. This study describes the experience of implementation and evaluation of TBL and lecture- based teaching findings on dental education. Methods: This interventional study was conducted in 2022 including dentistry students at Yazd dental school. They were randomly divided into two separate groups, traditional and team- based learning (TBL). A questionnaire was administered to measure the knowledge of the students toward chronic orofacial pain, at the beginning of the study, immediately after the completion of the training, and 4 months after training. The average knowledge score were analyzed by Mann- Whitney and Wilcoxon tests through SPSS. The significance level in this study was considered 0.05. Results: Of 23 participants, 6 students were males (26%) and 17 were females (74%) students. There was no significant difference in the level of awareness according to gender, native status, and marital status. Results show that students` knowledg score in traditional education group pertaining to chronic orofacial pain., 4 months after education were significantly lower in comparison with the immediate after- education group (P=0.027). The scores of the TBL group were significantly higher in the long term than the traditional education group (p=0.027). Average satisfaction with the TBL group was 7.09±10.56. Conclusion: Based on the results of the present study, it seems that TBL has a positive effect on long- term learning. The short- term knowledge score was significantly higher in the TBL group in comparison with the traditional education method.

Comparison of the Effect of Education Using Team-based Learning Method and Lecture Method on Controlling Diabetes in the Elderly: A Quasi-Experimental Study.

Patient education is considered as an essential part of diabetes control. This research is conducted to compare the effect of education using team-based learning (TBL) method and lecture method on blood pressure (BP), serum levels of fasting blood sugar (FBS), glycosylated hemoglobin (HbA1c), and Body mass index (BMI) in the elderly with diabetes. This quasi-experimental study was conducted on 61 elderly patients with type 2 diabetes in diabetes clinics in Rafsanjan, during October 2018 to January 2019. Patients were selected using simple random sampling. They were divided into two groups of TBL and lecture-based learning. For each group, educational content was presented through 2-hour sessions held once a week for 1 months. FBS, HbA1c, BMI, and BP were measured at baseline and 3 months after the intervention. Data were analyzed through SPSS 21, using Chi-square test, independent t-test, and paired t-test; A P-value<0.05 was considered as significant. After the intervention, the TBL group had a significant decrease in systolic and diastolic BP compared to the lecture group (P<0.001). Before and 3 months after the intervention in the TBL group, there was a significant decrease between the means of FBS (P=0.01), HbA1c (P<0.001), and systolic and diastolic BP (P<0.001), but in the lecture group, only the systolic BP showed a significant decrease (P<0.001). TBL method had more effects on controlling diabetes type 2 in the elderly than the lecture method. It is suggested that health providers should consider TBL for the education of the elderly with diabetes.

Comparison of the Effect of Teaching Methods of Flipped Class and TBL in Enhancing Psychological Empowerment.

Today, it is felt as necessary to promote the psychological empowerment of individuals, especially at the postgraduate level using an appropriate educational approach. Therefore, the aim of the current study was to investigate the effect of flipped class (FC) and team-based learning (TBL) in enhancing psychological empowerment. This semi-experimental study (pretest-posttest model) was conducted on postgraduate students in the Faculty of Medicine. Ninety students were included in the study using census method. After applying the inclusion and exclusion criteria, forty students were divided into two groups of 20 in a non-random way according to their gender and educational level. The workshop teacher randomly selected one of the groups as a TBL and the other as an FC. A two-day workshop was held for each group (12 hours of training in total). The educational method was TBL in one group and FC in another. Spritzer's Psychological Empowerment questionnaire was used for data collection in pre- and post-test (one month apart). This questionnaire includes 12 questions (based on a five-point Likert scale) to assess the 4 aspects of job meaningfulness, feeling to be qualified, feeling to be effective, and feeling to have the freedom of choice. The minimum and maximum scores are 12 and 60, respectively. The experts of the field have confirmed its reliability. Its Cronbach-Alpha values were reported in previous studies at 0.86 and 0.89, respectively. Data were analyzed using statistical tests in SPSS16 and Wilcoxon and Mann-Whitney non-parametric tests. The Mann-Whitney U-test indicated no significant difference between the total mean of the two groups (FC: 35.20±1.73, TBL: 34.30±1.26) in the pre-test (P=0.157). However, there was a significant difference between the psychological empowerment scores of the two groups in the post-test (P<0.001). The Wilcoxon test showed a significant difference between pre-test and post-test scores for each group (P<0.05) and the psychological empowerment scores increased in the post-test for the two groups. However, the mean of post-test score in the TBL group (M: 42.55±1.82, P<0.001) was higher than the FC group (M: 38.45±2.64, P>0.001). Due to the influence of the TBL technique on psychological empowerment at the postgraduate level, it seems that TBL is more useful and practical for enhancing psychological empowerment.

Team-based Learning versus Problem-based Learning among First-year Medical Students in Biochemistry: A Quasi-experimental Study

Introduction: Team-based Learning (TBL) and Problem-based Learning (PBL), both active teaching methodologies, are known for improving problem-solving abilities, clinical reasoning, and motivating students for self-directed studies. Although both active methods, TBL and PBL, differ in methodology and required resources, it is always a challenge to choose active methods that are more feasible and effective in the undergraduate medical curriculum. Aim: To compare two active teaching strategies, viz., the effectiveness of TBL vs. PBL in first-year Bachelor of Medicine, Bachelor of Surgery (MBBS) students in terms of learning outcomes, development of critical thinking skills, and retention of knowledge. Materials and Methods: This quasi-experimental study was conducted at Department of Biochemistry, NKP Salve Medical College and RC Nagpur, Maharashtra, India from August 2017 to October 2017. A total of 150 first-year MBBS students were included in the study. TBL and PBL were performed following the protocols of their respective methodologies, and scores for learning gain and critical thinking were compared between the TBL and PBL groups. Student perception regarding the procedures was collected using a prevalidated structured questionnaire. The retention of knowledge was assessed by comparing scores from a pretest and a test conducted two months later. Data were statistically analysed using the Wilcoxon signed-rank test and the Mann-Whitney U test. Results: In the present study, the mean age of the participating students was 20±2 years. Post-test results, obtained just after the intervention, demonstrated a significant learning gain in students using both methods, with a statistically higher gain in TBL (p-value &lt;0.0001) compared to PBL. PBL was appreciated for providing freedom of learning style and facilitator guidance during discussions. Critical thinking skills improved more in PBL, particularly in terms of drawing inferences and interpretations (p-value &lt;0.001). However, no statistically significant differences were found in knowledge retention when the test was conducted two months later in both groups. Conclusion: Learning gain was higher with TBL compared to PBL, with no difference in knowledge retention and the effect on different parameters of critical thinking skills. Students found TBL to be more beneficial for the undergraduate curriculum.

Comparison of Team-Based and Flipped Classroom Learning on Academic Achievements of Physical Therapy Students

Aim: In this study, the post-implementation effects of two active learning strategies i.e., team-based learning (TBL) and flipped classroom learning (FCL) on academic achievements in terms of test scores were compared in undergraduate physical therapy students. Methods: This was a quasi-experimental study. Fifty undergraduate physical therapy students were included in this study. Students were equally divided into two groups i.e., team-based learning (TBL) and flipped classroom learning (FCL). The perception of students about this mode of learning was assessed by using the Likert scale. To assess post-implementation performance multiple choice question (MCQ) based test was used. Results: The average age of students in TBL group was 19.12±0.60 years whereas, in the FCL group average age was 19.04±0.45 years. 52% of students of the TBL group and 56% of students of the FCL group preferred the implemented active learning strategies as a better learning mode as compared to the conventional method. Both learning strategies i.e., FCL and TBL increased the post-knowledge level of students (p-value &lt;0.05 for both). But while comparing FCL and TBL, the post-knowledge level in TBL was68.88±7.08 and in FCL group was 79.48±10.02 with p&lt;0.05 showing that FCL was better than TBL. Conclusion: Team-based and flipped class room learning increased the knowledge level of students. As compared to team-based learning, flipped class room learning was a better learning strategy. Keywords: students learning, academic, learning in classroom, Team based classroom learning, flipped classroom learning

Adaptation of Physical Chemistry Course in COVID-19 Period: Reflections on Peer Instruction and Team-Based Learning

The COVID-19 pandemic has highlighted the importance of incorporating distance learning for long periods. However, few studies have addressed strategies to overcome the limitations caused by the lockdown. In this study, we report an active learning experience on the topic of chemical kinetics, using two flipped class approaches, team-based learning (TBL) and peer instruction (PI). These methodologies have been adapted to remote learning for undergraduate students from chemistry and engineering courses. Materials (video class and bibliography) were made available, as part of the preparation for the activities. TBL and PI groups performed the active learning activity (ALA), which consisted of graphic problems about kinetics of simple order reactions. An individual post-test was applied to assess the students’ performance 2 weeks after ALA. In addition, students answered a questionnaire addressing their perceptions of ALA. The methodologies did not show significant differences in students’ performances. Both enabled the acquisition of soft skills. Participants of both methodologies agree that traditional in-person classes could be partially or totally replaced by ALA, corresponding to 59.6% and 9.8%, respectively. PI participants presented a better perception of their learning than TBL students did. Thus, the use of technological tools in a recontextualized way, such as the adaptation of TBL and PI to a virtual environment, proved to be very promising for the Physical Chemistry course and an opportunity to implement a methodology that places students at the center of the teaching–learning process. The active learning activities proposed in this study can integrate distance learning, even after the pandemic context.

Active learning by means of team-based versus traditional learning methods in undergraduate dental students

Abstract Introduction: Team-based learning (TBL) is gaining popularity because it allows students to achieve desired intellectual tasks through teamwork, discussion, and professionalism, in contrast to traditional (Trad) learning, which fails to keep the students' continued attention throughout the teaching session, resulting in low grades and retention rates. Aims: Comparing the outcomes between TBL and Trad learning sessions. Materials and Methods: A cross-sectional pilot study was carried out. Seventy-two undergraduate dental students were grouped as TBL and Trad. Each group consisted of 36 students and was made up of good, average, and below-average achievers based on their most recent exam results. The control group (Trad) received lecture-based teaching on a topic, while the case group (TBL) received discussion-based teaching on the same topic using the TBL approach. Allocated time slot for each method was equal. Following the completion of the teaching, a test was taken in the same session, consisting of 20 well-constructed multiple-choice questions (MCQs). The outcomes of the MCQ tests were subjected to item analysis. Chi-squared test was used to compare test parameters between the control and case groups using SPSS (v. 23). Results and Discussion: Overall, the TBL groups yielded significantly higher (58.33%) learning outcomes than the Trad groups (44.4%) (P = 0.01). In general, the TBL approach showed highly significant performance results (P = 0.000) compared to Trad approach. The Cronbach's alpha for TBL and trad learning was 0.967 and 0.949, respectively, indicating an excellent reliability of our findings. Conclusion: TBL approach has a potential to improve learning outcome by increasing knowledge and encouraging self-directed learning.

Are Online Synchronous Team-Based-Learning (TBL) pedagogy effective?: Perspectives from a study on medical students in Oman.

Introduction: Team-based learning (TBL) is a highly structured, instructive, and student-focused pedagogy used by medical educators to foster the students’ learning. The present study aimed to qualitatively explore the students’ perception of the effectiveness of online synchronous TBL pedagogical strategy in promoting learning outcomes. Methods: A cross-over interventional study was conducted on MD4 year medical students, using four modified TBL sessions on common immunological diseases on four different dates. 139 participants were divided into 4 groups [35 each in A, B, C, & 34 in D]. For TBL session 1, Group A and group B were the study and control groups, respectively. For the second session on different topics, the groups were reversed with group B and group A as the study and control groups, respectively. The same was followed for groups C and D. The means and standard deviations of the pre-test and post-test scores were compared after calculating the improvement in scores from pre- to post-tests. Repeated measures ANOVA suitably coded in SPSS for cross-over design was used to find out confounding by sequence of interventions with a p-value of <0.05 signifying the significance. Students’ feedback on online TBL sessions was collected through a predesigned questionnaire on a 3-point Likert scale. The data were analyzed using SPSS version 22 and expressed as number and percentage. Results: The post-test scores of the students who participated in the TBL session were significantly higher when compared to the self-study (SS) arm. The overall improvement in scores was 4.98 (1.4) in TBL group, whereas in the SS arm it was only 2.29 (1.51). The new method was found far superior to the self-study method regardless of being applied before or after the comparison mode of self-study (P<0.0001). The scores of the self-study was marginally better when offered first rather than after a TBL session, indicating the negative effect of cross-over on SS mode (P=0.024). The overall response of our students toward the effectiveness of online TBL pedagogy was overwhelmingly positive in terms of an opinion survey which had a Cronbach’s alpha of 0.932. The majority (>80%) perceived TBL as an enjoyable active session that promoted their active participation and engagement through student-led discussions. Many stated that TBL enhanced their critical thinking, problem-solving ability, communication skills, and knowledge. Conclusion: TBL is an instructive and highly structured teaching-learning strategy, welcomed by the majority of our participants. Online TBL sessions are effective in fostering the students’ learning and can be used confidently when needed.

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.

Impact and Perception of Virtual Team-based Learning in Comparison to Online Lectures in Pharmacology- A Randomised Crossover Interventional Study

Introduction: Competency-based Medical Education (CBME) emphasizes small group teaching; henceforth, more innovative educational strategies are needed to stimulate student learning. Team-based Learning (TBL) is structured small-group teaching featuring student preparation out of class to acquire critical concepts. In the current study, TBL was carried out on a virtual platform using commonly available web applications. Aim: To evaluate the impact and perception of virtual TBL compared to online lectures in Pharmacology. Materials and Methods: The randomised crossover study was conducted from September 2021 to January 2022, in the Pharmacology department of Tirunelveli Medical College, Tirunelveli, Tamil Nadu, India. The students were assigned into two groups in the ratio of 1:1 by simple random sampling. Students in group A attended TBL sessions, whereas group B attended lectures on the same topic via Google classroom for the first session. A crossover of groups was done for the second session. At the end of both sessions, a questionnaire with Multiple Choice Questions (MCQs) to assess knowledge recall and Short Answer Questions (SAQs) to assess critical analysis was sent to both groups in Google forms, and responses were collected and evaluated. A validated 33 item TBL Student Assessment Instrument (TBL-SAI) was used to determine the student perceptions. An unpaired t-test was used to compare the scores of both groups to assess performance. MannWhitney U test was used to compare the student accountability, preference, and satisfaction scales of TBL-SAI. Results: Out of 130 students, 125 were taken up for analysis as five failed to attend the sessions or complete the questionnaire. TBL group scored significantly better than the lecture group in MCQs {(15.8±2.2 vs 12±2.6) and (12.7±3.5 vs 6.4±2.2)} and SAQs {(5.4±2.1 vs 2.3±1.4) and (6.1±2.0 vs 3.3±1.9)} in sessions 1 and 2, respectively. TBL-SAI subscale and total scores were higher than neutral scores in both groups, indicating a positive attitude toward virtual TBL. Conclusion: Implementation of virtual TBL in synchronous setting in Pharmacology course established proof of high student accountability and satisfaction. Students preferred online TBL to online lectures. Virtual TBL sessions were more effective than online lectures.

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.

Comparison of team-based learning vs. lecture-based teaching with small group discussion in a master's degree in nursing education course

BackgroundThe high student-to-faculty ratio is an obstacle in the reform of teaching methods in master's programmes of nursing education in China. Though Kim's study showed that team-based learning (TBL) can be implemented in high student-to-faculty ratio classes, it is still a challenge for students accustomed to the traditional didactic lecture (TDL) teaching method, and the lack of an inclusive design model has restricted the effective application of TBL. ObjectiveTo compare the effect of TBL on postgraduate nursing students with lecture-based teaching with small group discussion (LBTWSGD) and to clarify key factors to promote the effective application of TBL. MethodsA quasi-experimental study design. We selected 27 unbiased participants in the applied LBTWSGD group and 48 participants in the applied TBL group and conducted questionnaire surveys at the last day of the course which lasted for 10 weeks. Students' self-directed learning ability was assessed by the Self-Directed Learning Instrument (SDLI), classroom engagement was assessed by the Self-Report of Engagement Measure (SREM), and students' evaluation of the teaching experience was assessed by the Student Evaluation of Teaching and Units (SETU). A difference analysis between the two groups was performed by the SETU. The mean and standard deviation of each tool were calculated and compared between the two groups. ResultsThe study determined that compared to LBTWSGD, TBL significantly improved students' self-directed learning (p < 0.01) and classroom engagement (p < 0.05). The scores for 6 of 9 items in the SETU were significantly higher in the TBL group than in the LBTWSGD group. ConclusionsThe TBL teaching method can effectively improve nursing students' self-learning ability and classroom engagement through effective teacher feedback, discussion, and communication. The same clear and definite reading assignments in TBL can help students obtain effective teacher feedback and form effective discussions and communication.

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

Background &amp; objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation &amp; Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

The impact of a team-based learning group readiness assurance test on nursing students' problem solving, learning satisfaction, and team efficacy: A crossover study

BackgroundTeam-based learning in nursing education has shown higher rates of students that meet the learning outcomes in problem-solving. But students claim team-based learning has its drawbacks, and that the readiness assurance test takes too much time. Therefore, it is necessary to examine how the group readiness assurance test in team-based learning effects student's educational outcomes. ObjectivesThis study was conducted to investigate the effects of the group readiness assurance tests on nursing students' problem solving, learning satisfaction, and team efficacy. Design & methodThis study used a crossover study design. The researchers conducted their study in team-based learning classes at a Korean university. The classes were conducted for eight weeks with nursing majors. In total, 194 students in their third year participated. Students received two different treatments: with and without a team test. The washout period was four weeks. ResultsThere was no statistically significant difference in nursing students' problem solving (t = 0.41, p = .679), learning satisfaction (t = 0.80, p = .420), or team efficacy (t = 1.20, p = .228) depending on the presence or absence of a team test. ConclusionsWhen using team-based learning with nursing students, instructors should consider whether to conduct group readiness assurance tests are an efficient educational intervention and if they achieve the expected educational goals.