Modified task-based learning program promotes problem-solving capacity among Chinese medical postgraduates: a mixed quantitative survey

Abstract

BackgroundDespite great advances, China’s postgraduate education faces many problems, for example traditional lecture-based learning (LBL) method provides fewer oppotunities to apply knowledge in a working situation. Task-based learning (TBL) is an efficient strategy for increasing the connections among skills, knowledge and competences. This study aimed to evaluate the effect of a modified TBL model on problem-solving abilities among postgraduate medical students in China.MethodsWe allocated 228 first-year postgraduate students at Third Military Medical University into two groups: the TBL group and LBL group. The TBL group was taught using a TBL program for immunohistochemistry. The curriculum consisted of five phases: task design, self-learning, experimental operations, discussion and summary. The LBL group was taught using traditional LBL. After the course, learning performance was assessed using theoretical and practical tests. The students’ preferences and satisfaction of TBL and LBL were also evaluated using questionnaires.ResultsThere were notable differences in the mean score rates in the practical test (P < 0.05): the number of high scores (>80) in the TBL group was higher than that in the LBL group. We observed no substantial differences in the theoretical test between the two groups (P > 0.05). The questionnaire results indicated that the TBL students were satisfied with teaching content, teaching methods and experiment content. The TBL program was also beneficial for the postgraduates in completing their research projects. Furthermore, the TBL students reported positive effects in terms of innovative thinking, collaboration, and communication.ConclusionsTBL is a powerful educational strategy for postgraduate education in China. Our modified TBL imparted basic knowledge to the students and also engaged them more effectively in applying knowledge to solve real-world issues. In conclusion, our TBL established a good foundation for the students’ future in both medical research and clinical work.Electronic supplementary materialThe online version of this article (10.1186/s12909-017-0994-0) contains supplementary material, which is available to authorized users.

Perception of Fourth Year Medical Students on Task-Based Learning in Clinical Teaching

“…TBL is a valuable method for medical students and helps them make connections in their knowledge, skills, and competencies. 9 The result of our study is consistent with the results of other similar studies in medical education. The study carried out in Rio de Janeiro also advocated TBL as a powerful educational strategy and engaged them more effectively in applying knowledge to solve real-world issues.…”

Effect of Task-Based Learning on Students’ Understanding of Chemical Reactions Among Selected Rwandan Lower Secondary School Students

“…TBL was effective in gear learners' involvement (Carless, 2002), promoting problem-solving ability (Tian et al, 2017), and developing critical thinking (Zhou et al, 2013). It seems to be an appropriate active learning technique to put the learner in the center of learning.…”

“…It helps students foster team spirit and allow reflection among students. Creativity, innovation, and problem-solving skills are developed among students while performing tasks in series from the easiest to the difficult (Tian et al, 2017).…”

“…However, the consulted literature shows that the TBL method is also designed to make students active participants. This method has been extensively used in the learning of English, where it brought about positive results (Carless, 2007;Hismanoglu & Hismanoglu, 2011) and in medical education (Ozkan et al, 2006;Tian et al, 2017). Few studies revealed the effectiveness of TBL in Chemistry education (Zhou et al, 2013).…”

Chinese physicians’ attitudes toward eco-directed sustainable prescribing from the perspective of ecopharmacovigilance: a cross-sectional study

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