Modified use of team-based learning in an ophthalmology course for fifth-year medical students

Altıntaş, Levent; Altıntaş, Özgül; Çağlar, Yusuf

doi:10.1152/advan.00129.2013

Cited by 47 publications

(48 citation statements)

References 12 publications

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“…Our group and others have studied the implementation of several teaching approaches in ophthalmology clerkships that promote student-centered learning. For example, both teachers and students express positive feelings about the effectiveness of team-based learning in ophthalmology [14]. More recently, we demonstrated that team-based learning (TBL) can significantly improve students’ performance and engagement in an ophthalmology clerkship [15].…”

Section: Introductionmentioning

confidence: 99%

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Tang

Chen

Zhu

et al. 2017

Medical Education Online

162

172

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Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center

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Section: Introductionmentioning

confidence: 99%

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Tang

Chen

Zhu

et al. 2017

Medical Education Online

162

172

View full text Add to dashboard Cite

show abstract

“…This requires ophthalmic educators to disseminate complex information to students in a more effective way. A number of potential practices that might enhance ophthalmology teaching have been studied, such as integrated problem based learning[13]and team-based learning[14]. We have previously reported that the application of team-based learning to the ophthalmology clerkship curriculum significantly improved students’ performance[15], highlighting the importance of student engagement and interaction in learning.…”

Section: Introductionmentioning

confidence: 99%

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

et al. 2017

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Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning.

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“…2,3 Traditional lecture methods are teacher-centered and discipline-based resulting to students becoming passive learners who mostly memorize course content. 4 TBL, as described in detail in publications by Michaelsen and others, aims to ensure that students engage more deeply with course content rather than simply memorizing facts before an assessment or examination. [1][2][3][5][6][7][8] TBL fosters students to become accountable for their own preparation and contribution to their team.…”

Section: Introductionmentioning

confidence: 99%

Team-Based Learning Experiences of Fourth-Year Pharmacy Students in a South African University

Eksteen

Reitsma

Swart

et al. 2018

American Journal of Pharmaceutical Education

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Objective. To determine fourth-year pharmacy students' learning experiences with team-based learning (TBL) at a South African university. Methods. A survey composed of biographical data and quantitative questions focusing on student learning experiences was sent to students. There were 183 (91.5%) students who completed the survey. Results. Students had a positive experience with TBL and found it valuable and more worthwhile than traditional lecture methods, regardless of their initial negative perception of TBL. Students enjoyed working in multi-cultural, mixed gender teams. Conclusion. TBL is an effective teaching strategy to simulate the reality of health professions where practitioners are required to work in a team. TBL should be offered in more courses in health professions curriculum in South Africa to strengthen and promote efficient health care delivery.

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Modified use of team-based learning in an ophthalmology course for fifth-year medical students

Cited by 47 publications

References 12 publications

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

Team-Based Learning Experiences of Fourth-Year Pharmacy Students in a South African University

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