Evidence-Inspired Choices for Teachers: Team-Based Learning and Interactive Lecture

Jakobsen, Krisztina V.; Daniel, David B.

doi:10.1177/0098628319872411

Cited by 13 publications

(6 citation statements)

References 28 publications

(35 reference statements)

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“…Active teaching methods are used in the educational process together with Interactive teaching methods. ITMs correspond to a person-centered approach, as they are aimed at all participants' interaction with each other during educational process in order to exchange information, to solve problems in groups, and to simulate situation (Estrada et al, 2020;Gopinath, 2015;Jakobsen & Daniel, 2019…”

Section: Resultsmentioning

confidence: 99%

Integration Of Active And Interactive Teaching Methods Of Students’ Language Personality Development

Shevchenko¹,

Baiko²,

Nekrasova³

2021

European Proceedings of Social and Behavioural Sciences

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Section: Resultsmentioning

confidence: 99%

Integration Of Active And Interactive Teaching Methods Of Students’ Language Personality Development

Shevchenko¹,

Baiko²,

Nekrasova³

2021

European Proceedings of Social and Behavioural Sciences

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“…A previous study found no significant difference in grades when comparing lectures with TBL if the variable of attendance is constant [ 22 ]. A recent study revealed that high achievers performed well in TBL and low achievers in IL even though there is no difference in students' overall performance using IL and TBL [ 23 ]. In another study, TBL was found to be superior in retaining knowledge compared with lecture as an instructional strategy.…”

Section: Discussionmentioning

confidence: 99%

Team-based learning versus interactive lecture in achieving learning outcomes and improving clinical reasoning skills: a randomized crossover study

et al. 2022

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Background This study aimed to investigate the impact of interactive lecture (IL) and team-based learning (TBL) on improving clinical reasoning skills (CRSs) and achieving learning outcomes (LO). Students’ feedback was obtained about the strategies. Methods This study was carried out at the Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia. Two modules, endocrinology, and emergency were selected. Students of each batch in both modules were divided into two arms. With a randomized crossover design, IL & TBL were used for two separate topics in each module. After each topic, a quiz in the form of well-structured MCQs was taken. A questionnaire was designed to obtain students’ feedback. SPSS version 23 was used to analyse results. The difference between the mean values was calculated by Student’s t-test. Feedback data is presented as frequency. P-value ≤ 0.05 was considered statistically significant. Results Learning outcomes were achieved by all groups in two modules, with both instructional strategies, IL and TBL. Students attempted >70% correct answers. However, in the emergency module, the groups with TBL as the instructional strategy performed better in quiz1 and quiz 2 (p = 0.026 and p = 0.016, respectively). Similarly, in the endocrinology module (3rd year), although the groups with TBL as the instructional strategy performed better in both quizzes, it was significant in quiz1 (p = 0.02). The difficulty indices of the clinical reasoning questions (CRQ) were used as the parameters for comparison. In the emergency module, group1, in quiz1, with TBL as an instructional strategy performed better in the CRQ (p = 0.017), while in quiz2, group2 with TBL as the instructional strategy performed better (p < 0.001). Group1 of the third-year students (endocrinology module) performed better in the CRQ in quiz 1 with TBL as an instructional strategy than group 2 with IL (p = 0.04). Mostly, students in both modules preferred TBL over IL, and especially they liked team application. Students perceived that TBL was a better strategy to learn CRS. Conclusions Students achieved LOs and CRS better with TBL as an instructional strategy. They preferred TBL over IL. It is suggested to include TBL, or increase its percentage, in the curriculum.

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“…For example, rather than comparing a new technique to business as usual, Jakobsen and Daniel (2019) recently compared a fairly well-documented college-level teaching strategy, team-based learning, with a "new" technique. The new technique worked just as well as the highly supported strategy.…”

Section: Significance: When Non-significant Ismentioning

confidence: 99%

Toward an ecological science of teaching.

Daniel¹,

Bruyckere²

2021

Canadian Psychology / Psychologie canadienne

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The need for a primary emphasis on teaching is a necessary, and as yet unfulfilled, goal of psychological science. We argue that an ecological model focused specifically upon understanding and optimizing teaching practice must incorporate the necessary complexity inherent to the teaching and learning process. To do so, we must expand our scope beyond the simple exploration of main effects under controlled conditions to the exploration of dynamic interactions, including the identification of boundary conditions, and the assessment of potential side-effects across relevant variables and contexts. To do so, foci on internal and external validity must be re-balanced in a manner more productive for practical inferences and applications. With an eye on educational practice, we point out that statistically insignificant results, under certain circumstances, can yield very useful strategies for teaching. Therefore, researchers interested in practical applications for teachers should be encouraged to use active control groups in their studies when feasible. We also argue that practical significance must include context-relevant information, for example, a ratio between the degree to which the findings can be used in context without upsetting other learning objectives and the amount of benefit given the costs (both time and energy) of the intervention, as an essential component to evaluating the potential utility of teaching research. Thus, statistically significant results must be weighed with respect to both effect-size and the practicality of implementation by teachers in authentic educational contexts before being considered a candidate for use in the classroom. Public Significance StatementWe have a Science of Learning. Why don't we have a Science of Teaching? While Psychological Science has a great deal to offer with respect to the nature and characteristics of the learner, we argue that it can do better to inform and impact educational practice. We articulate the need and parameters for an ecological Science of Teaching to point and design findings from Psychological Science toward usable knowledge for teaching.

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Evidence-Inspired Choices for Teachers: Team-Based Learning and Interactive Lecture

Cited by 13 publications

References 28 publications

Integration Of Active And Interactive Teaching Methods Of Students’ Language Personality Development

Integration Of Active And Interactive Teaching Methods Of Students’ Language Personality Development

Team-based learning versus interactive lecture in achieving learning outcomes and improving clinical reasoning skills: a randomized crossover study

Toward an ecological science of teaching.

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