Team-based Learning Method Research Articles

기초간호과학 병리학 수업에서 팀 기반 학습의 효과

Objectives This study aimed to confirm the effects of applying the team-based learning method on self-directed learning ability, achievement motivation, learning attitude, and communication skills in basic nursing courses. Methods The participants in this study were 78 second-year nursing students enrolled in pathology classes, and the study utilized a one-group pretest-posttest design to assess the effects of applying the team-based learning method over six weeks. Data analysis was conducted using SPSS-WIN 26.0, with the reliability of the scales calculated using Cronbach’s α. The general characteristics of the participants were analyzed using frequencies and percentages, and the effectiveness of the team-based learning method on the dependent variables was assessed using paired t-tests. Results After applying the team-based learning method, self-directed learning ability (t = -2.878, p = .005) showed a statistically significant improvement. Among the subdomains of achievement motivation, the adventurous spirit (t = -3.329, p = .001) also improved significantly. Additionally, in the learning attitude subdomain, the self-concept regarding subjects (t = -3.737, p < .001) improved significantly. However, there was no statistically significant difference in communication skills. Conclusions The team-based learning method has been shown to help improve self-directed learning ability in nursing students studying foundational courses. Future research is recommended to confirm its effectiveness across various departments and academic years.

Combination of problem-based and team-based learning in clinical teaching of plastic and reconstructive surgery

BackgroundThis study explored the value of integrating problem-based learning (PBL) and team-based learning (TBL) methods into plastic and reconstructive surgery clinical practice. By addressing the challenges faced in traditional teachings, this study aimed to enhance educational outcomes and prepare students for real-world surgical scenarios, thereby improving patient care in this specialized field. MethodsFifty undergraduate students majoring in clinical medicine at the Shanghai Jiao Tong University School of Medicine were selected as research subjects. They were randomly divided into experimental and control groups. The experimental group received the combined PBL-TBL teaching method, whereas the control group received the traditional teaching. The teaching effect was evaluated based on student satisfaction and academic performance. ResultsThe student satisfaction in the experimental group was higher than that of the control group (P<0.05). Subjective scoring for academic performance by instructors was higher in the experimental group than in the control group (P<0.05). ConclusionThe PBL and TBL combination had a significant effect when applied in plastic and reconstructive surgery clinical practice.

Comparing the Student Learning Outcomes and Teaching Satisfaction of Conventional Lecture and Team-Based Learning Methods

Students hesitate to pursue subjects like biochemistry and manifest a lack of participation and motivation during conventional lectures. However, team-based learning facilitates interactive learning through discussion and improves learning outcomes. Objective: To compare the student learning outcomes and teaching satisfaction from team-based learning and conventional learning among medical students. Methods: A prospective study was conducted in Rahbar Medical College from December 2023 to May 2024. A total of 100 undergraduate students aged from 19 to 22 years studying biochemistry course were selected for the study. A total of 16 classes were conducted for teaching biochemistry among which 8 were taught by conventional lecture method and the rest 8 were taught by team-based learning. Students were instructed to fill out a student satisfaction scale questionnaire consisting of 20 questions at the end of the last TBL session. Results: The mean score of conventional lectures was 11.85 ± 1.54 with a maximum score of 15.5 and minimum score of 10 out of 20. The highest score was obtained by group assessment readiness test i.e. 16.25 ± 1.05. The mean score of conventional and TBL methods was 14.10 ± 1.12, with a minimum score of 12.20, and a maximum score of 15.95 out of 20 (P=0.016). Overall satisfaction scores in females were higher than in males (p&lt;0.001). The mean student satisfaction score was 81.27 ± 9.18. Conclusion: Team-based learning yields better learning outcomes and teaching satisfaction in medical students as compared to conventional lecture methods. These results were also improved in female students than in males.

Development and psychometric testing of an instrument for team-based learning assessment.

In team-based learning (TBL), students actively participate in the learning process and are responsible for their learning through preclass studying and team work with other classmates. Evaluation of the TBL method by students provides information for its better implementation. Due to extensive use of TBL method in medical curriculum at medical universities, we aimed to develop a questionnaire for its evaluation from the viewpoints of students. This mixed-method cross-sectional study with a Qual-Quan design was conducted on 168 medical students in the basic sciences stage of their studies. We evaluated students' satisfaction with this teaching method and its effectiveness by semistructural in-depth individual interviews until data saturation (12 interviews). We performed content analysis of the interviews and designed the questionnaire. Psychometric characteristics of the questionnaire were assessed in terms of content validity, test-retest reliability, internal consistency, and construct validity through explanatory factor analysis. The final tool was a 25-item questionnaire (reliability = 0.87 and α = 0.93) with five components of "learning enhancement," "satisfaction," "technical aspects," "teacher's capabilities," and "appropriate testing." Explanatory factor analysis showed that 64.68% of total variances were explained by these five components. In addition to academic performance outcomes, a successful instructional strategy should generate positive experiences for the learner. This study has created an assessment tool to be part of an evaluation process of the effectiveness of TBL in a given curriculum for medical students.

Unlocking the Dynamics of Online Team Based Learning: A Comparative Analysis of Student Satisfaction and Engagement Across Psychology Modules

Team based learning (TBL) is a co-operative learning method, increasingly used online within our digitalised society. The aim of this study is to better understand the factors influencing student satisfaction and engagement with online TBL. The study measures student satisfaction, accountability and preference for online TBL across three compulsory psychology undergraduate modules; PY1604 (Clinical Psychology), PY1608 (Employability in Psychology) and PY1702 (Academic Skills in Psychology).. Seventy-two psychology students enrolled at a UK university completed the TBL-SAI online survey, where they answered 33 statements relating to online TBL on a five-point Likert-type scale. It was found students were significantly more accountable in the TBL method for PY1608 and PY1604 and significantly less accountable for PY1702. It was also found that there was significantly higher satisfaction for PY1604 compared to both PY1702 and PY1608, as well as students attending significantly more PY1604 sessions than PY1702 and PY1608. Overall, there was no significant difference in preference for online TBL over online lectures when comparing the three modules. The findings support our hypothesis, that there would be differences across the three modules in terms of satisfaction, accountability and preference for online TBL.

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.

Learner Reactions and In-Class Engagement in Team-Based Learning Implemented in Nursing Education

Background: There is a need for training strategies and programs to enable students to actively participate in their learning process by using critical thinking and decision-making skills. Objective: The aim of this study was to compare the traditional lecture-based teaching with the team-based learning method in terms of student satisfaction and in-class learner engagement. Method: This study was conducted using a quasi-experimental design. The population of the research consisted of first-year nursing students (n = 101). During half of the 16-hour course conducted by the researcher, team-based learning was used as the teaching method (intervention group, n=30), and lecture-based (control group, n=59) approach was employed for the remaining 8 hours. The in-class engagement measure was used to assess the in-class engagement of the students. A feedback form composed of five parts was made available to learners in order to reveal their reactions. Results: In-class learner engagement scores and the number of questions asked both by the instructors and students were found to be higher in team-based learning sessions. In four basic feedback areas (preliminary preparation and readiness, discussion, teacher, and general), there was a statistically significant difference between the satisfaction scores of the students in favour of team-based learning. Satisfaction scores regarding the organization, infrastructure, and resources did not differ between team-based learning and lecture-based method. Conclusion: The results have indicated that Team-Based Learning is an effective method for student satisfaction and in-class engagement. The high level of student participation in the lessons conducted with Team-Based Learning is compatible with the nature of method. The findings of the study have also shown that students are open to new methods and prefer learner-centered approaches that support in-class engagement.

Students in Team-Based Learning Classes Report Greater Belongingness

Background: Belongingness is an important predictor of academic and psychological outcomes in college students. Team-based learning (TBL) includes a number of explicit structures that should increase students’ perceived belongingness (compared to other teaching approaches), including permanent team membership, and activities that encourage team interactions. Objective: In two studies, we compared perceived belongingness reported by students taught using TBL and non-TBL methods to determine whether students taught using TBL reported greater perceived belongingness. Method: In study 1, we measured perceived belongingness at the end of four different semesters of TBL and non-TBL sections of Introduction to Psychology. In study 2, we measured belongingness in a pre–post design, again in TBL and non-TBL sections of Introduction to Psychology. Results: In both studies, TBL students reported significantly greater belongingness than non-TBL students. Teaching Implications: These data contribute to a growing body of literature indicating that TBL has social and emotional benefits in addition to the previously established academic benefits. As such, instructors should consider adopting TBL.

경증 장애인과 가족 돌봄자의 효과적인 미술관 융합교육을 위한 뮤지엄 액티브 러닝 방법론 연구

This study presents the following objectives for the necessity of art museum activities necessary for the disabled and family caregivers. First, active art museum factors for people with mild disabilities and families are discovered. Second, we propose an active learning range centered on effectiveness and self-efficacy. Third, we find the Gap elements of art museum activity and present effective art museum service design. Fourth, we will build a museum active learning model that embraces both disabilities and non-disabilities. As a result of studying the special program of art museums centered on the last three years, Case-based learning is advantageous for the disabled, and family caregivers predict that Goal-based learning, Team-based learning, and Problem-based learning methods are effective. Disabled and family caregivers can try Flipped learning, Action learning, and Project-based learning together. The results of this study: First, there should be many cultural and artistic service programs by expanding public care for the developmentally disabled and the elderly with dementia. Second, m service design should help disabled people and their families with a sense of accomplishment, satisfaction, and social resilience. Third, art museum experience education services for the mildly disabled and their families should prioritize various activities, familiar living materials, and space accessibility

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.

The outcomes of team-based learning vs small group interactive learning in the obstetrics and gynecology course for undergraduate students.

Team-based learning (TBL) is a well-established active teaching method which has been shown to have pedagogical advantages in some areas such as business education and preclinical disciplines in undergraduate medical education. Increasingly, it has been adapted to clinical disciplines. However, its superiority over conventional learning methods used in clinical years of medical school remains unclear. The aim of this study was to compare TBL with traditional seminars delivered in small group interactive learning (SIL) format in terms of knowledge acquisition and retention, satisfaction and engagement of undergraduate medical students during the 6-week obstetrics and gynecology clerkship. The study was conducted at Karolinska Institutet, a medical university in Sweden, and had a prospective, crossover design. All fifth-year medical students attending the obstetrics and gynecology clerkship, at four different teaching hospitals in Stockholm (approximately 40 students per site), in the Autumn semester of 2022 were invited to participate. Two seminars (one in obstetrics and one in gynecology) were designed and delivered in two different formats, ie TBL and SIL. The student:teacher ratio was approximately 10:1 in the traditional SIL seminars and 20:1 in the TBL. All TBL seminars were facilitated by a single teacher who had been trained and certified in TBL. Student knowledge acquisition and retention were assessed by final examination scores, and the engagement and satisfaction were assessed by questionnaires. For the TBL seminars, individual and team readiness assurance tests were also performed and evaluated. Of 148 students participating in the classrooms, 132 answered the questionnaires. No statistically significant differences were observed between TBL and SIL methods with regard to student knowledge acquisition and retention, engagement and satisfaction. We found no differences in student learning outcomes or satisfaction using TBL or SIL methods. However, as TBL had a double the student to teacher ratio as compared with SIL, in settings where teachers are scarce and suitable rooms are available for TBL sessions, the method may be beneficial in reducing faculty workload without compromising students' learning outcomes.

Development of Agile Scrum Perception Tool to Evaluate Students' Opinions on Agile Methodology in Nursing Education.

Agile methodology (AM) is an innovative, active, team-based learning method that enhances higher-order thinking (metacognitive ability), collaboration, hands-on training, and student engagement in the classroom and clinical environment. Exploring the student's opinions of AM in teaching helps understand how agile can be utilized in higher education to positively improve learning ability, leadership, and teamwork. Hence, the study aimed to develop the agile scrum perception tool (ASPT) to evaluate the opinions on AM among nursing students. A cross-sectional design was carried out to develop ASPT in different phases. The tool was initially derived from focus group discussion and literature review. The preliminary draft was revised and modified based on expert review and suggestions by content and construct validity. Reliability was calculated in terms of internal consistency. The developed tool was evaluated using data from 200 4th-year nursing students. A total of 23 items of ASPT have adequate psychometric properties in terms of reliability and validity. Internal consistency was checked by coefficient alpha, which was 0.87. Construct validity was analyzed by factor analysis; all items were loaded in 6 factors, accounting for 54% of the variance in the total ASPT score. ASPT has good validity, reliability, and broader scope in medical and allied education related to project management, clinical teaching, and classroom teaching.

Pathology teaching in different undergraduate medical curricula within and outside the United States: a pilot study

Pathology education is taught using different curricula in the United States (USA) and abroad. We evaluate and compare the hours spent in different forms of pathology teaching such as lectures, team-based learning (TBL), problem-based learning (PBL), and other methods taught in general and systemic pathology amongst different medical schools within the USA and outside the USA. The total number of lecture hours taught in general and systemic pathology combined was greater in outside schools than within the USA (141 h vs 97.8 h, respectively). Three subjects in general pathology and six subjects in systemic pathology had a significantly greater lecture hours in outside medical schools. The greatest difference was the hours spent in labs were longer for both general and systems pathology in schools outside the USA. The overall utilization of PBL in general and systemic pathology teaching combined was much greater outside the USA compared to within the USA (average overall hours PBL – 97.2 outside vs 16.5 in the USA), however, the reverse was observed for using TBL (average overall hours TBL – 59.5 outside vs 84.5 in USA). Average hours used with other methods of teaching was also greater in outside medical schools compared to USA medical schools (80.8 h vs 44 h, respectively). Pathology teaching in both general and systemic pathology has more extensive lecture hours, laboratory hours, PBL, and other methods of teaching pathology in outside medical schools with different curricula than USA medical schools. TBL is utilized more extensively in USA medical schools.

Comparison of problem-based and team-based learning strategies: a multi-institutional investigation

ObjectivesOver time, pedagogical practices in higher education have evolved significantly, which has led to the development of collaborative learning strategies. The study aims to compare the two most prominent ones – problem-based learning (PBL) and team-based learning (TBL). The comparison, integrated with Virtual Scenarios (VSs), involves student cohorts from various European institutions, specifically focusing on both PBL and TBL methods. The study is distinctive in its use of a consistent PBL/TBL methodology, ensured via joint staff training, and explores the perspectives of students and educators on these learning techniques. The overarching aim is to examine how PBL and TBL, coupled with VSs, influence problem-solving skills, independent learning, and student engagement.MethodsThe examination was made using feedback from 399 students and 11 tutors collected in four trials held in three institutions based in Czechia, the United Kingdom and Romania. The data gathered from surveys and a focus group discussion contained qualitative as well as quantitative data, such as Likert scale questions. To analyse the overall trends in learners’ satisfaction with PBL and TBL sessions, the mean score calculated from the transformed Likert scale questions was compared between sessions and among institutions using multivariate ANOVA.ResultsThe students’ satisfaction and learning experience are heavily influenced by specific conditions, primarily their prior experience, room and technical set-up, group composition and especially the personality of a tutor. Overall, both strategies were found to be well-received by students used to traditional teaching methods. Students accustomed to PBL did not find TBL more engaging or useful. The identified advantages of TBL over PBL were the presence of a content expert, readiness tests, acquiring the same knowledge ensured through the collective presence of all students in one session and unified pre-class materials. However, TBL is more demanding on room set-up and teaching staff coordination.ConclusionBoth strategies have been found to have pros and cons and neither showed clear superiority over the other one. An institution newly implementing PBL or TBL needs to focus on different aspects than an institution planning to switch from PBL to TBL.

Team-Based Learning in oral pathology teaching: Analysis of students' perception and impact on academic performance

Higher education institutions seek innovative teaching methodologies, investing in student protagonism in the teaching-learning process. Team-Based Learning (TBL) is an innovative alternative that allows students to expand their intellectual capacity, also promoting dynamic contact between groups involved. This study aimed to evaluate the academic performance and satisfaction of dental students, regarding this methodology. For the study of the academic performance, the statistical calculation of the averages of theoretical assessments of students submitted to the traditional teaching method and to the TBL method was used. For the analysis of students' opinions, a TBL assessment instrument was used. As a result, it was observed that the average of grades was higher in both semesters evaluated when using the TBL method compared to the traditional method, proving to be more efficient in the item yield according to grade, with statistically significant difference (p&amp;amp;lt;0.01). The TBL method obtained satisfactory adherence by students, according to aspects of responsibility, method preference and student satisfaction.

Accountability and Satisfaction of under graduate nursing students in Team Based Learning

Introduction: Team Based Learning is one of the novel stratedy to enhance learning in nursing system due to the awareness among the students about self learning and importance of team work in nursing profession. Common skills which is essential for nursing profession such as communication skill, accountability towards team success, efforts towards contribution etc., were developing due to team based learning. Objective: The study aimed to asses the accountability and satisfaction levelof nursing students towards team based learning. Methods: A Quantitative research approach with descriptive research design was used. All 50 students B.Sc Nursing first year students were included in the study. A structured questionnaire was used to assess the accountability and satisfaction. Results: The finding reflects that students undergone TBL session felt it was good, actively took part in team discussion, felt responsible towards their team success. Conclusion: the study revealed that Team Based learning method was more effective than other conventional method.

IMPROVING THE STUDENTS’ SPEAKING SKILL BY IMPLEMENTATION TEAM-BASED LEARNING (TBL) (A COLLABORATIVE CLASSROOM ACTION RESEARCH AT SMA NEGERI 3 BIREUEN)

This study aims to see whether the grade XI students of SMA Negeri 3 Bireuen get high scores in improving their English speaking skills using the Team-Based Learning method compared to the average scores of students using conventional methods. Methodology of this research is used collaborative classroom action research (CCAR). The researcher tried to improve students' speaking skills through the Team-Based Learning (TBL) method in this research. The researcher would use quantitative data as data collection. The data was collected from test, questionares, and an observation checklist. Thus, from this study, the researcher drew the following conclusions: The application of the Team-Based Learning (TBL) learning method improved students speaking skills in pronunciation accuracy and vocabulary suitability and students confidenced in speaking to second class SMA Negeri 3 Bireuen this could be proven through the results of students speaking test scores, namely in the cycle 1 got the result 46.67 or “good” categorized while in cycle 2 it reaches 86.67 or “excellent” categorized. The Students responses to the use of Team-Based Learning learning methods get satisfactory results. It could be seen that most students had a good response and are happy in learning to use this method. This could be seen from the results of the questionnaires answered by the students and the results of 3.65 (Strongly Agree). Based on the findings, the researcher conclude that the use of Team-Based Learning Method (TBL) in improving the speaking skills of students in the second class SMA Negeri 3 Bireuen Experienced a significant increased.

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.

Multiple teaching methods in undergraduate surgical training: a blended style may be the optimal choice!

BackgroundThere are various methods for teaching surgery to undergraduate students. Lecture-based learning (LBL) is a teacher-centered approach that comprehensively, accurately, and systematically conveys knowledge. Team-based, case-based, and problem-based learning methods are student-centered approaches that increase student enthusiasm and subject-related motivation. However, the COVID-19 pandemic disrupted conventional methods for teaching surgery to undergraduate students and its impact continues even today. This research investigates a variety of surgical teaching strategies and suggests optimal strategies for undergraduate students, especially within the context of the COVID-19 crisis.MethodsVarious teaching methods in undergraduate medical education that have emerged over the last 5 years are reviewed and analyzed, specifically those used for surgical training during the COVID-19 pandemic.ResultsTraditional in-person teaching methods have been replaced by novel approaches that increase efficiency, including social media adoption, simulation-based training, flipped-classroom concepts, and “Hand as Foot” teaching. However, traditional and novel approaches can be combined to teach students the fundamentals of science and basic surgical skills, which include incision, suturing and drainage, and chest tube insertion. Each method has its advantages and disadvantages under certain circumstances.ConclusionSeveral alternative teaching strategies and a combination of methods can complement traditional face-to-face learning, promoting the successful dissemination of academic knowledge and the improvement of clinical surgical skills in terms of objectivity, time-efficiency, and feasibility. The effects of the COVID-19 pandemic on the learning context can provide a reference for future teaching in response to unavoidable emergencies.