Comparison of Team-Based Learning Over Conventional Didactic Lecture Among Second-Year MBBS Students

Rajeswarie, S; Praveen, K.; Sangam, Muralidhar Reddy; Vinay, G; Bokan, Raju R; Deka, Roonmoni; Kaur, Amandeep

doi:10.7759/cureus.21792

Cited by 2 publications

(1 citation statement)

References 16 publications

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“…In this study, we found no significant difference between the two methods as the p-value obtained was more than .05, whereas S. Rajeswarie et al, in their study, compared team-based learning over conventional didactic lecture and found that the academic performance of the students was better for team-based learning as compared to those who had undergone conventional didactic lecture. The p-value obtained was also statistically significant for the team-based learning method [ 19 ].…”

Section: Discussionmentioning

confidence: 99%

Comparison of Didactic Lectures and Activity-Based Learning for Teaching First-Professional MBBS Students in the Subject of Anatomy

Mishra,

Singh,

Khan

et al. 2023

Cureus

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Background In the field of medical education, traditional methods of teaching and learning have been used for a long time. Various new methods of learning, like activity-based learning (ABL), case-based discussion (CBD), and problem-based learning (PBL), are laying the foundation for this modern era of teaching. This study was a comparative study conducted to determine the effectiveness of activity-based learning and traditional lectures by teaching two topics to MBBS first-year professional students. Aims The study compares the effectiveness of didactic lectures and activity-based learning for MBBS first-year professional students in the subject of anatomy. Methodology The study was conducted in the Department of Anatomy Hind Institute of Medical Sciences, Barabanki, and included 100 MBBS (2022-2023) first-year students randomly assigned to Group A (n=50, 16 females and 34 males) and Group B (n=50, 23 females and 27 males) through chit methods. The participants were exposed to two different topics of anatomy in the form of activity-based learning as well as didactic lectures. Assessments were done immediately after the exposure in the form of a post-test, and results were analyzed for both groups. Result The results of the study showed that both activity-based learning and didactic lectures were effective in teaching the two topics, but the didactic lecture group had higher retention rates than the activity-based learning group. The mean score of post-tests of students who attended a didactic lecture on the brachial plexus (6.166± 2.11) was slightly higher than that obtained by students who attended activity-based learning (5.625 ± 2.12), but the p-value obtained was not significant (0.249). Whereas the mean of the scores of the post-test obtained by students who attended a didactic lecture on mammary gland was (8.45± 1.20), slightly lower than the mean of the scores of the post-test of students who attended activity-based learning on mammary gland (8.60± 1.16), but the p-value obtained was not significant (0.520). Conclusion This study provides evidence that didactic lectures play an important role in teaching anatomy to MBBS first-year students and cannot be replaced by activity-based learning alone. Lectures followed by activity-based learning can prove to be a newer and more effective teaching-learning method with better outcomes in the form of retention and conceptual understanding of the topics in anatomy.

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Section: Discussionmentioning

confidence: 99%

Comparison of Didactic Lectures and Activity-Based Learning for Teaching First-Professional MBBS Students in the Subject of Anatomy

Mishra,

Singh,

Khan

et al. 2023

Cureus

View full text Add to dashboard Cite

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Picturing innovation in higher education: A photovoice study of innovative pedagogies

Ciolan,

Manasia

2024

Active Learning in Higher Education

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In recent years, higher education institutions have been under increasing pressure to innovate in teaching, research, and learning methodologies. This longitudinal study adopts a participatory research approach, utilizing photovoice techniques, narrative methodologies, and focus groups to explore student perceptions of innovative pedagogies within a specialized Higher Education Institution (HEI). Spanning three academic semesters and involving 43 students from a variety of disciplines, the research integrates photographs and self-authored narratives as data sources. Interpretative Phenomenological Analysis (IPA), in conjunction with photovoice, facilitated a detailed data analysis, revealing four main clusters of pedagogies viewed as innovative by students: “Hero Pedagogies,” highlighting emotional engagement and storytelling; “Community and Solidarity Pedagogies,” emphasizing community involvement; “Sustainable Green Pedagogies,” focusing on sustainability; and “Technology Enhanced Pedagogies,” which utilize technology to improve learning experiences. Students expressed a strong preference for pedagogical strategies that promote emotional connections and incorporate storytelling, stressing the importance of human interaction in the learning process. They also valued approaches that foster community-centered learning, interdisciplinary methods, and experiential education for tackling broader societal and economic challenges. The role of technology in bridging theory with practical application was also underscored. These findings offer insights into effective pedagogical practices by highlighting student-supported approaches. Integrating these innovative pedagogical clusters can enhance the educational experience for institutions, communities, and learners alike, fostering active engagement in the learning journey.

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Comparison of Team-Based Learning Over Conventional Didactic Lecture Among Second-Year MBBS Students

Cited by 2 publications

References 16 publications

Comparison of Didactic Lectures and Activity-Based Learning for Teaching First-Professional MBBS Students in the Subject of Anatomy

Comparison of Didactic Lectures and Activity-Based Learning for Teaching First-Professional MBBS Students in the Subject of Anatomy

Picturing innovation in higher education: A photovoice study of innovative pedagogies

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