The Effects of Case-Based Team Learning on Students' Learning, Self Regulation and Self Direction

Rezaee, Rita; Mosalanejad, Leili

doi:10.5539/gjhs.v7n4p295

Cited by 40 publications

(28 citation statements)

References 30 publications

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“…Our study confirmed previously published outcomes of enhanced engagement and satisfaction with learning activities, increased selfdirected learning, and high acceptance rate of TBL compared to traditional lectures (Sisk 2011;Rezaee and Mosalanejad 2015). Prior resident exposure to TBL was highly variable and did not seem to affect the outcomes and acceptance rate of TBL.…”

Section: Discussionsupporting

confidence: 80%

A Modified Team Based Learning Approach to Enhance Resident Education in Outpatient Internal Medicine

Feurdean¹,

Matassa²,

Kang³

et al. 2017

MedEdPublish

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Objective: To implement a modified team-based learning (TBL) approach in ambulatory care education-for a large Internal Medicine residency program with limited resources-and to evaluate its effectiveness.Methods: 91 medicine residents were exposed to a modified TBL curriculum, composed of high-yield topics for ambulatory medicine. All residents participated in 10 TBL sessions per academic year. One faculty and one chief resident developed the pre-session reading requirements, readiness assurance tests, and clinical case scenarios for each session and facilitated the TBL exercises. At the end of the academic year, residents were asked to complete an anonymous survey online.Results: 72.5% of residents completed the survey. 96% reported being actively engaged in the sessions and contributing substantially to the discussions. A majority expressed preference for future TBL sessions. Educational effectiveness of TBL was at least as good or better compared to traditional lectures. Both faculty and residents expressed very high satisfaction with our TBL format. Conclusion:We successfully implemented a one year modified TBL curriculum to teach high yield topics in outpatient internal medicine in a large, multi-site residency program. TBL resulted in high resident engagement in the classroom and high satisfaction with the format by both residents and faculty.

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Section: Discussionsupporting

confidence: 80%

A Modified Team Based Learning Approach to Enhance Resident Education in Outpatient Internal Medicine

Feurdean¹,

Matassa²,

Kang³

et al. 2017

MedEdPublish

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“…19 The SDLRS is a scale that was used to assess the degree to which people considered themselves as having the skills and attitude essential for self-directed learning. Many studies report that it has good reliability and validity, 8,16,20 but several others cast on the cost and criticize its intent. 16,21,22 This scale is a 41-item questionnaire in five parts.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis

Liu

Lei

et al. 2018

Frontiers of Nursing

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Objectives: To examine the best practice evidence of the effectiveness of the flipped classroom (FC) as a burgeoning teaching model on the development of self-directed learning in nursing education. Data sources: The relevant randomized controlled trial (RCT) and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Cochrane Central Register of Controlled Trials (CENTRAL), Wanfang Data, China National Knowledge Infrastructure (CNKI), and Chinese Science and Technology Periodical Database (VIP) from inception to June 2017.Review methods: The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration's risk of bias tool. The self-directed learning scores (continuous outcomes) were analyzed by using the 95% confidence intervals (CIs) with the standard deviation average (SMD) or weighted mean difference (WMD). The heterogeneity was assessed using Cochran's I 2 statistic. Results: A total of 12 studies, which encompassed 1440 nursing students (intervention group = 685, control group = 755), were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students' selfdirected learning skill, as measured by the Self-Directed Learning Readiness Scale (SDLRS), Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE), Self-Regulated Learning Scale (SRL), Autonomous Learning Competencies scale (ALC), and Competencies of Autonomous Learning of Nursing Students (CALNS). Overall scores and subgroup analyses with the SRL were all in favor of the FC. Conclusions: The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education. Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.

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“…This particular approach originates from psychology and was developed by Vygotsky [8]. It contains three central ideas, which may be deemed the pillars of Vygotsky's [8] thought and are the following: (1) psychological functions have a biological base, because they are products of cerebral activity; (2) psychological functioning is founded on the social relationships between the individual and the external world and develops as a historical process; (3) symbolic systems are the mediators of the human-world relationship [9].…”

Section: The Group Interrelational Methodsmentioning

confidence: 99%

The Health Education Program Implemented by Nurses Can Improve Blood Pressure Control and Quality of Life in Hypertensive Patients?

Guerra¹,

Maria²,

Lopes³

et al. 2018

JHS

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The relational strategies in group are to improve patient's BP (blood pressure) control and QoL (quality of life). Methods: Twenty-one hypertensive patients were randomized into two groups: group A (10 patients, age 67 ± 6 years, BMI (body mass index) 28.3 ± 6 kg/m 2) was applied relational strategies, with meetings every 15 days 8 meetings; group B (11 patients, age 58 ± 13 years, BMI 28.2 ± 3 kg/m 2) with meetings for group orientation every 40 days 3 meetings. The patients were monitored: at baseline (day 15) and at the end of the study (day 120), the BP was measured by auscultatory method and the QoL questionnaire (WHOQOL-BREF) was applied, and was submitted to the examination with ABPM (ambulatory blood pressure monitoring). Results: after 120 days there was a greater (p < 0.05) reduction in SBP (systolic blood pressure) in group A (37.8 ± 25 mmHg) than in group B (18 ± 9 mmHg), but DBP (diastolic blood pressure) decreased similarly in both groups (A, 15 ± 21 vs B, 13 ± 14 mmHg); the HR (heart rate) reduction was larger (p < 0.05) in group A (60.6 ± 8.9 bpm) than in group B (69.7 ± 10.7 bpm). There was a more significant BMI decrease (p < 0.01) in group A (27.8 ± 5 kg/m 2) than in group B (28.9 ± 4 kg/m 2). The observed correlations between physical domain and nightime DBP (at day 120) in ABPM were r =-0.712 (negative correlation, p = 0.003); between psychological domain and SBP sleep time (at day 120) in ABPM were r =-0.527 (negative correlation, p = 0.044); between environmental domain and daytime Δ HR in ABPM were r =-0.573 (negative correlation, p = 0.007). Conclusion: the health education program conducted through interpersonal relationships within groups provided better control of SBP and greater reduction in BMI.

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The Effects of Case-Based Team Learning on Students' Learning, Self Regulation and Self Direction

Cited by 40 publications

References 30 publications

A Modified Team Based Learning Approach to Enhance Resident Education in Outpatient Internal Medicine

A Modified Team Based Learning Approach to Enhance Resident Education in Outpatient Internal Medicine

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis

The Health Education Program Implemented by Nurses Can Improve Blood Pressure Control and Quality of Life in Hypertensive Patients?

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