Team-based learning for teaching musculoskeletal ultrasound skills: a prospective randomised trial

Cremerius, Cassian; Gradl-Dietsch, Gertraud; Beeres, Frank J. P.; Link, Bjoern-Christian; Hitpaß, Lea; Nebelung, Sven; Horst, Klemens; Weber, Christian David; Neuerburg, Carl; Eschbach, Daphne; Bliemel, Christopher; Knobe, Matthias

doi:10.1007/s00068-019-01298-9

Cited by 23 publications

(15 citation statements)

References 38 publications

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“…Group size maximum 6. one semester 2 weeks in advance MCQ & OSCE Germany MCQ - no ( p = 0.75); OSCE - no ( p = 1) [ 29 ] Heckmann (2008) 66 56 Neurology (neurological examination and lumbar puncture simulation) Year 5 Students who succesfully completed course one semester earlier (Year5/6) Postgraduate tutors Peer tutor instructs and demonstrates and subsequently oversees student practice. Groups 8-10.…”

Section: Resultsmentioning

confidence: 99%

A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education

Zhang

Maconochie

2022

BMC Med Educ

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Background Peer-assisted learning is a method of active learning that is gaining traction throughout higher education. In the medical curriculum, peer-assisted learning has been the subject of independent studies collecting various types of data. However, an overall analysis of those studies providing objective measurements of the influence of peer-assisted learning could be particularly useful for teachers and students alike in a knowledge-heavy curriculum such as medicine. In this study we set out to analyse the efficacy of peer-assisted learning on medical students’ learning of clinical knowledge and skills that is assessed through some objective examination, and thereby define whether such approaches have a reproducible benefit for inclusion in the medical curriculum. Methods Databases including Pubmed, Embase and Science Direct were searched for relevant studies containing randomized controlled trials (RCTs) of peer-assisted learning published before July 29th ,2020. A meta-analysis was performed by using RevMan 5.3 software. Results Thirteen studies involving 2,003 medical students were analyzed for clinical knowledge and skills gains that included some objective measurement of learning. The results of this meta-analysis indicated that considering all these studies together, peer-assisted learning leads to improvements in clinical knowledge and skills learning for medical students compared with traditional teacher-led passive learning. One study was found likely to be a source of significant heterogeneity, and when this was removed from the meta-analysis, the pooled effect was no longer statistically significant. Conclusions Peer-assisted learning can be an effective method of learning applied to medical student education. Active learning through peer-assisted learning should be seen as complementary to teacher-led approaches. Two of the individual studies on peer-assisted learning show a statistically significant benefit on examination performance compared to the other studies considered, that either show negligible benefits or at worst no detriment in learning. This highlights the need for more high-quality and focused randomized control trials to identify those critical parameters that lead to improved student learning using such approaches.

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Section: Resultsmentioning

confidence: 99%

A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education

Zhang

Maconochie

2022

BMC Med Educ

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“…Results of all studies included in the meta-analysis are summarised in the forest plot in Figure 4. [29][30][31][32][33][34]37,[45][46][47][48][49][50][51][52][53][55][56][57][58][59] Within the studies eligible for inclusion in the meta-analysis, the medical students participating in PAL had improved results in their postintervention assessment compared with those who were taught by non-PAL means (SMD = 0.52 [95% CI 0.18 to 0.85]; 21 studies, n = 2267; I 2 = 93%) (Figure 4).…”

Section: Synthesis Of Resultsmentioning

confidence: 99%

“…Of the 27 studies, 13 involved preclinical students as subjects, whereas 14 studies involved clinical students. Terminology used to describe the programmes varied greatly and included peer training, 36,45 peer tutoring, 29,39,47 peer teaching, 31,32,[48][49][50] near-peer teaching, 37 peer-led teaching, 38 PAL 31,33,34,40,41,46,[51][52][53][54][55][56][57] and peer-assisted teaching. 30,58,59 OSCE results data were used in 17 studies 30-34,37, 45-48,50,52,53,55,57-59 and MCQ results for four studies.…”

Section: Study Characteristicsmentioning

confidence: 99%

Peer‐assisted learning in medical education: A systematic review and meta‐analysis

2021

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Objectives: The prevalence of peer-assisted learning (PAL) featuring alongside the core medical curriculum is increasing; however, the evidence base for PAL's efficacy on academic performance is limited. This systematic review of randomised studies of PAL in medical school sets out to assess the impact of PAL on academic outcomes in medical school and evaluate whether PAL confers a benefit in specific educational contexts.Methods: A literature search was conducted across MEDLINE, Ovid Embase, Web of Science and Education Research Complete. Titles and abstracts were screened, and records were selected following strict eligibility criteria. Following full-text assessment for eligibility, two reviewers independently extracted data from the final selection of records and a meta-analysis was performed. Studies were classified using a modified version of Kirkpatrick's levels of learning. Student test scores were standardised by calculating the standardised mean difference (SMD).Results: Twenty-seven randomised controlled trials were eligible for inclusion, and twenty-one provided sufficient and complete data to enable meta-analysis. There was a significant improvement in the academic performance of medical students who received PAL compared with those in the control group (SMD = 0.52 [95% confidence interval 0.18-0.85]; p = .003). The impact of PAL was greater amongst clinical medical students (SMD = 0.63; p = .02) than preclinical medical students (SMD = 0.39; p = .08) and when used for teaching practical skills (SMD = 0.69; p = .001) compared with theory (SMD = À0.11; p = .21). Students taught by PAL also achieved better results in assessments conducted more than four weeks after course completion (SMD = 1.20; p = .04). [Correction added on 8 November 2020 after first publication. The data values in the Results section have been corrected in this version.] Conclusions: Medical students experiencing PAL benefit in terms of academic performance, relative to those not receiving PAL. PAL is of greatest value in the clinical stages of training and for practical skills. The long-term outcomes of PAL remain a priority for future research.

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“…That's the reason why new methods are needed in medical education. Previous studies comparing TBL, conventional and peer-asisted learning has showed better learning outcomes in TBL method (11). The comparsion of outcomes were evaluated by Objective Structured Clinical Examination (OSCE) in that study (11).…”

Section: Discussionmentioning

confidence: 97%

Modified use of team-based learning in a general surgery course for fourth-year medical students

YILMAZ¹,

TAŞ²,

Altıntaş³

et al. 2022

J. Exp. Clin. Med.

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Team Based Learning (TBL) is a form of education based on student-centered learning in a crowded community consisting of small groups under the guidance of an expert trainer. Acute pancreatitis and fluid electrolyte disorders are important and difficult subjects of general surgery. This study was conducted in order to evaluate the success rates of team-based learning in undergraduate general surgery education. This prospective study study was performed in Kocaeli University School of Medicine, General Surgery courses. TBL study was applied for acute pancreatitis and fluid&electrolyte balance lessons. Readiness assurance and application oriented activities were done in each lesson. Readiness assurance quesitons were prepared for discussing and understanding the pathophysiology. After discussing tthe questions, each group tried to solve a patient oriented case. At the end of the course, a two-part questionnaire were applied to all students in order to take the feedbacksTotal 150 students from three courses included to the study. The vast majority of the students (130 people 86.6%) thought that the TBL study was better than the didactic lecture. And student wanted to Average score in all groups in TBL exam was 84.8. TBL study achieved high acceptance by the students. Although a new method, they adopted easily. General surgery subjects are suitable for this type of education model.

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Team-based learning for teaching musculoskeletal ultrasound skills: a prospective randomised trial

Cited by 23 publications

References 38 publications

A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education

A meta-analysis of peer-assisted learning on examination performance in clinical knowledge and skills education

Peer‐assisted learning in medical education: A systematic review and meta‐analysis

Modified use of team-based learning in a general surgery course for fourth-year medical students

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