The effect of team-based learning in medical ethics education

Chung, Eun-Kyung; Rhee, Jung-Ae; Baik, Young-Hong; Oh-Sun, A.

doi:10.3109/01421590802590553

Cited by 131 publications

(89 citation statements)

References 16 publications

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“…The questions in the exercises were designed to be more challenging than the RAT questions, requiring problem-solving skills beyond the simple recall of theoretical knowledge, such as these found in actual limb anatomy cases. 2,17 One of the objectives of the study was to determine if student satisfaction was greater using the TBL method or traditional lecturing. After the students had completed the TBL and lecture sessions, they were asked to fill out a Likert-scale six-item questionnaire, which included five options of strongly agree, agree, neutral, disagree and strongly disagree, in order to evaluate their levels of satisfaction with each session.…”

Section: Methodsmentioning

confidence: 99%

“…Before the beginning of the class, the preparatory material was individually studied and the modified TBL procedure was explained to the students. 2,17 The students were required to complete five short-answer questions related to the lecture on lower limb anatomy in five mins before the beginning of the class (pre-test). The questions on the individual readiness assurance test (IRAT) assessed whether the students understood and could apply the important concepts of basic limb anatomy to the practice of physiotherapy.…”

Section: Methodsmentioning

confidence: 99%

“…The pre-test scores were compared to the post-test scores, and the midterm examination results after the lecture sessions were compared to the final examination scores after TBL sessions, in order to evaluate the effectiveness of TBL in comparison to lecturing. 2,17 The data were shown as mean ± standard deviation (SD) and analysed by the application of a paired sample t-test and an independent sample t-test. Significance was defined as P <0.05.…”

Section: Methodsmentioning

confidence: 99%

“…The whole procedure filled the first hour of the class. 2,17 The student groups were asked to study readings, copies of their textbooks, the standard atlas of anatomy and PowerPoint presentations (Microsoft PowerPoint 2010, Microsoft Corporation, Redmond, Washington, USA) in order to encourage an active learning process and higher-order learning, which included discussions, problemsolving and clinical anatomy studies. The instructor was responsible for planning the sessions, preparing the material and evaluating the sessions.…”

Section: Methodsmentioning

confidence: 99%

“…This gives a holistic understanding of the upper and lower limbs of the body and the mutual relationship of the limb structures. 17 The hypothesis of this study was that TBL would be effective for teaching limb anatomy; this would be tested on undergraduate physical therapy students by comparing TBL to a traditional lecture course, measuring knowledge and the students' satisfaction with the outcomes.…”

mentioning

confidence: 99%

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Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing ? = هل نهج طريقة التعلم القائم على الفريق لعلم التشريح أفضل من إلقاء المحاضرات التعليمية ؟

Ghorbani¹,

Karbalay‐Doust²,

Noorafshan³

2014

SQUMJ

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Objectives:Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. Methods: This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Results: Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. Conclusion: The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

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Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing ? = هل نهج طريقة التعلم القائم على الفريق لعلم التشريح أفضل من إلقاء المحاضرات التعليمية ؟

Ghorbani¹,

Karbalay‐Doust²,

Noorafshan³

2014

SQUMJ

View full text Add to dashboard Cite

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Is learning outcome after team based learning influenced by gender and academic standing?

Das

Nandi

Baruah

et al. 2018

Biochem Molecular Bio Educ

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Team based learning (TBL) is a time tested teaching-learning (T-L) tool involving collaborative learning but has hardly been tested for teaching clinical biochemistry to undergraduate medical students. The present study was designed to (a) compare problem solving skills of first year MBBS students after attending a TBL session on 'organ function test' with that of the students taught the same topic by didactic lecture, (b) assess their perception towards TBL and (c) evaluate if difference in academic standing and gender influence the learning outcome of TBL.One Hundred first professional MBBS students were divided by stratified randomization into two groups. Group I was exposed to TBL to teach 'organ function tests', while group II was taught the same topic by traditional lecture. The outcome of the T-L sessions was assessed by a test for problem solving skills. Student perception towards TBL was assessed from students' response to a questionnaire. No significant difference between the two groups in problem solving skills could be discerned. High achievers performed better after TBL session, while the low achievers were more benefited by traditional lecture method. The female students showed better academic performance after TBL in comparison to male students. The students gave positive feedback for TBL as an instructional technique. We conclude that TBL gives satisfaction, is not inferior to lecture in effectiveness and hence should be used as a T-L method for undergraduate medical students. Moreover, being more effective for female students and high achievers, it is judicious to utilize TBL more frequently for them in an attempt to provide the best individualized teaching.

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Creating learning communities in the classroom

Saville

Lawrence

Jakobsen

2012

New Drctns for Teach & Learn

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Presumably as long as institutions of higher learning have been in exis tence, educators have attempted to identify ways that students could have more successful educational experiences. Starting in the late 1960s, how ever, the practice of identifying the factors that best predicted academic success in college became more systematic (Astin, 1973; Chickering, 1969; see also Kuh, 2001). Since that time, one factor that has been shown con sistently to predict success in college is student engagement, which Astin (1984/1999) defined as "the amount of physical and psychological energy that the student devotes to the academic experience" (p. 518). In short, students who are more engaged in college, both in and out of the class room, typically have more successful academic experiences than those who are less engaged (Astin, 1993;Pascarella and Terenzini, 1991).Astin (1993) also identified three specific types of student engagement that best predict academic success: time on task, student-student inter actions, and student-faculty interactions. Thus, students who spend more time interacting (both in and out of the classroom) with their course mate rial, other students, and their instructors tend to perform better in their classes and have more positive academic experiences than students who spend less time doing these activities.In addition to conducting research aimed at better understanding the relation between student engagement and academic success, educators have spent considerable time constructing pedagogical practices based on the theory that increasing student engagement produces positive outcomes This chapter describes three approaches to creating classroom-based learning communities: interteaching; team-based learning; and cooperative learning in large, lecture-based courses.

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The effect of team-based learning in medical ethics education

Abstract: The application of TBL to medical ethics education improved student performance and increased student engagement and satisfaction. The TBL method should be considered for broader application in medical education.

Cited by 131 publications

References 16 publications

Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing ? = هل نهج طريقة التعلم القائم على الفريق لعلم التشريح أفضل من إلقاء المحاضرات التعليمية ؟

Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing ? = هل نهج طريقة التعلم القائم على الفريق لعلم التشريح أفضل من إلقاء المحاضرات التعليمية ؟

Is learning outcome after team based learning influenced by gender and academic standing?

Creating learning communities in the classroom

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