Team-Based Learning in Medical Ethics Education: Evaluation and Preferences of Students in Oman

Simon, Miriam Archana

doi:10.5812/jme.106280

Cited by 3 publications

(3 citation statements)

References 23 publications

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“…Furthermore, Garza et al introduced various teaching methods, including group discussion methods, case-based learning, and sharing personal experiences (30). Simon underscored the importance of team-based teaching methods as one of the collaborative approaches in learning ethics topics, arguing that this method facilitates self-directed and in-action learning (17).…”

Section: Discussionmentioning

confidence: 99%

“…Employing varied educational models and assessment tools is crucial to promote professional ethics among medical students, as recommended by Ansari et al, with methods including reflection, feedback, clinical encounters, role-playing, bedside teaching, film and video usage, portfolio analysis, interactive seminars, mentoring, and problem-solving (15). These approaches have been corroborated by other scholars, who emphasize role-playing, mentoring, and reflection in ethics education (16), and the effectiveness of team-based teaching methods for selfdirected learning and learning in action (17).…”

Section: Introductionmentioning

confidence: 90%

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Development of Professional Ethics Curriculum in the Operating Room for the Current Era of Surgery: A Mixed Method Study

Sadati,

Motaharipour,

Younas

et al. 2023

bioethics

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Introduction: The rapid advancement of intricate technologies and the emergence of novel surgical methodologies necessitate nuanced ethical decision-making under high-stress scenarios. Consequently, cultivating an understanding of professional ethics within the surgical environment is crucial for all practitioners involved in patient care. This study was initiated with the aim of designing a comprehensive curriculum for Iranian medical schools, focusing on professional ethics within the operating room. Methods: This mixed-method exploratory research was executed in distinct qualitative and quantitative phases. The first stage involved conducting 12 structured interviews with Iranian faculty members who were experts in education of professional ethics and operating room staffs for assessing the current needs and reviewing extant curricula. The subsequent quantitative phase entailed evaluating the elements of each curriculum axis via the Delphi method. Results: The qualitative phase led to the identification of 45 primary codes, 14 subcategories, and 5 primary categories. The quantitative phase confirmed 3 instructional goal domains, 12 instructional content areas, 8 teaching methodologies, and 10 evaluation methods through the Delphi process. These confirmed components were eventually incorporated into various theoretical and clinical courses as longitudinal integration themes. Conclusion: Based on our findings, we recommend the development of educational objectives targeting cognitive, affective, and psychomotor domains and the longitudinal integration of a professional ethics course.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 90%

Development of Professional Ethics Curriculum in the Operating Room for the Current Era of Surgery: A Mixed Method Study

Sadati,

Motaharipour,

Younas

et al. 2023

bioethics

View full text Add to dashboard Cite

show abstract

“…24,28 Most of the students in our study had a positive attitude towards TBL activities, had an encouraging experience with TBL and believed that these activities are an effective approach for learning. A number of studies conducted in different student population, medical, [6][7][8]28 dental, 16,29 nursing, [13][14][15] and pharmacy, [9][10][11][12] have recognized the positive attitude of students towards TBL as a learning methodology. Faculty have also exhibited their support and positive perception towards TBL as an effective teaching and learning methodology.…”

Section: Discussionmentioning

confidence: 99%

Team Based Learning Experience from a College of Pharmaceutical Sciences in United Arab Emirates

Rao¹,

Rabbani²

2022

Ind. J. Pharm. Edu. Res

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Introduction: Team-Based Learning (TBL) is an active-learning methodology that has been successfully employed in various health schools' curricula. This study assessed the perception of pharmacy students studying in a College of Pharmaceutical Sciences towards TBL with an emphasis on their perception to online TBL. Materials and Methods:The study was a cross sectional survey including students of all the four years of Bachelor of Pharmacy program. Team-based learning student assessment instrument (TBL-SAI) was used to evaluate the perception of pharmacy students towards TBL. Results: Out of the total 82 students, majority were female (n=52, 63.4%, 95% CI: 52.4 -73.2) and were from final year of the program (n=38, 46.3%, 95% CI: 35.4 -57.3). Mean age of the study participants was 21.3 ± 2.0 years, with age range from 17 to 27 years. Majority of the students' responses indicated that they favored various aspects of TBL. Mean scores for the three TBL-SAI subscales, accountability, preference for lecture or TBL, student satisfaction, were 31.3 ± 3.3, 54.3 ± 7.4, 31.2 ± 4.4 respectively. All the three subscales of TBL-SAI attained scores well above the threshold favoring TBL. Majority of the students preferred online TBL compared to paper based TBL. No statistically significant results were found in logistic regression analyses carried out to identify characteristics associated with preference for TBL. Conclusion: Pharmacy students preferred TBL over traditional lecture-based teaching. Furthermore, they preferred the online mode of TBL as they found it to be more organized, student and environment friendly compared to paper based TBL.

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Understanding medical professionalism using express team-based learning; a qualitative case-based study

Guraya

Doubell

et al. 2023

Medical Education Online

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Medical Professionalism (MP) defined as values, behaviours and attitudes that promote professional relationships, public trust and patient safety is a vital competency in health profession education. MP has a distinctive uniqueness due to cultural, contextual, conceptual, and generational variations. There is no standard instructional strategy to probe the understanding of MP in a cohesive, structured, interactive manner. This study aimed to investigate undergraduate medical students’ understanding of MP using express team-based learning (e-TBL) at both campuses of Royal College of Surgeons Ireland (RCSI). Using the key principles of a sociocultural theoretical lens in adult learning theory, we designed e-TBL as a context-learning-based educational strategy. We conducted three e-TBL sessions on cross-cultural communication and health disparities, a reflective report on clinical encounters, and professionalism in practice. We collected, collated, and analyzed the student experiences qualitatively using data gathered from team-based case discussions during e-TBL sessions. A dedicated working group developed very short-answer questions for the individual readiness assurance test (IRAT) and MP-based case scenarios for team discussions. In this adapted 4-step e-TBL session, pre-class material was administered, IRAT was undertaken, and team-based discussions were facilitated, followed by facilitator feedback. A qualitative inductive thematic analysis was performed, which generated subthemes and themes illustrated in excerpts. Our thematic analysis of data from 172 students (101 from Bahrain and 71 from Dublin) yielded four unique themes: incoming professional attitudes, transformative experiences, sociological understanding of professionalism, and new professional identity formation. This qualitative study provides a deeper understanding of medical students’ perceptions of medical professionalism. The generated themes resonated with divergent and evolving elements of MP in an era of socioeconomic and cultural diversity, transformative experiences, and professional identity formation. The core elements of these themes can be integrated into the teaching of MP to prepare fit-to-practice future doctors.

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Team-Based Learning in Medical Ethics Education: Evaluation and Preferences of Students in Oman

Cited by 3 publications

References 23 publications

Development of Professional Ethics Curriculum in the Operating Room for the Current Era of Surgery: A Mixed Method Study

Development of Professional Ethics Curriculum in the Operating Room for the Current Era of Surgery: A Mixed Method Study

Team Based Learning Experience from a College of Pharmaceutical Sciences in United Arab Emirates

Understanding medical professionalism using express team-based learning; a qualitative case-based study

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