Evaluating team-based, lecture-based, and hybrid learning methods for neurology clerkship in China: a method-comparison study

Abstract

BackgroundNeurology is complex, abstract, and difficult for students to learn. However, a good learning method for neurology clerkship training is required to help students quickly develop strong clinical thinking as well as problem-solving skills. Both the traditional lecture-based learning (LBL) and the relatively new team-based learning (TBL) methods have inherent strengths and weaknesses when applied to neurology clerkship education. However, the strengths of each method may complement the weaknesses of the other. Combining TBL with LBL may produce better learning outcomes than TBL or LBL alone. We propose a hybrid method (TBL + LBL) and designed an experiment to compare the learning outcomes with those of pure LBL and pure TBL.MethodsOne hundred twenty-seven fourth-year medical students attended a two-week neurology clerkship program organized by the Department of Neurology, Sun Yat-Sen Memorial Hospital. All of the students were from Grade 2007, Department of Clinical Medicine, Zhongshan School of Medicine, Sun Yat-Sen University. These students were assigned to one of three groups randomly: Group A (TBL + LBL, with 41 students), Group B (LBL, with 43 students), and Group C (TBL, with 43 students). The learning outcomes were evaluated by a questionnaire and two tests covering basic knowledge of neurology and clinical practice.ResultsThe practice test scores of Group A were similar to those of Group B, but significantly higher than those of Group C. The theoretical test scores and the total scores of Group A were significantly higher than those of Groups B and C. In addition, 100% of the students in Group A were satisfied with the combination of TBL + LBL.ConclusionsOur results support our proposal that the combination of TBL + LBL is acceptable to students and produces better learning outcomes than either method alone in neurology clerkships. In addition, the proposed hybrid method may also be suited for other medical clerkships that require students to absorb a large amount of abstract and complex course materials in a short period, such as pediatrics and internal medicine clerkships.

Voluntary attendance of small-group brainstorming tutoring courses intensify new clerk’s “excellence in clinical care”: a pilot study

“…In neurology clerkships, combined lecture-based learning with team-based learning produces better outcomes than either method alone [18]. Combining our and previous studies experience [14–18], the didactic classroom-based teachings need to be modified in terms of the setting, the content provided, the technology used and the training of faculty members who teach courses; these need to be implemented in a manner that matches the changing needs of young physicians whose are undertaking their medical education.…”

Is <em>hybrid</em>-PBL Advancing Teaching in Biomedicine? A Systematic Review

“…We found 2 studies comparing h-PBL and pure-PBL learning methods although only one compared student´s performance (Yang et al, 2014). This recent study was conducted by the Department of Neurology at Sun Yat-Sen Memorial Hospital of China, with 127 students from a five-year undergraduate program that voluntarily participated.…”

“…In addition, students had the opportunity to comment on the contents of the tutorial, as well as express their opinions and suggestions to improve the course (Carrio et al, 2016;Hartings et al, 2015;Lian & He, 2013;Yang et al, 2014).…”

“…They also noted the cooperative work and informational skills (Carrio et al, 2016) and the ability of thinking indendently and critically (Hartings et al, 2015) as reinforcements of the acquired skills in h-PBL. In the study by Yang et al, (Yang et al, 2014) the questionnaire conducted on the h-PBL and TT groups, showed that some students had negative feedback on pure PBL, which was mainly due to the difficulties had by the students to gain a comprehensive understanding of the subjects. On the other hand, the h-PBL method was widely accepted by the students, achieving 100% of satisfaction and preferences.…”

Team-based learning in Physical therapy undergraduate course: experiment report

“…We believe that they might stimulate and qualify managers and professors for its practical use, producing new assertions and arguments to produce consensus, even if temporary, about ways of thinking and contemporary education practices. Some experiments have been described in the teaching of ethics in Public Health [10], Gynaecology and Obstetrics in Nursing [9], Neurology [11], Medical Education [12], Dentistry [13] and in Graduate Courses [8,14]. However, methods that develop collaborative work skills have not been sufficiently explored in the scientific literature on Physical therapy teaching [6].…”