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Sakka S. Student feedback on team-based learning in a preclinical oral surgery course: A pilot study. J Taibah Univ Med Sci 2024; 19:705-710. [PMID: 39006373 PMCID: PMC11246042 DOI: 10.1016/j.jtumed.2024.06.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Revised: 05/13/2024] [Accepted: 06/02/2024] [Indexed: 07/16/2024] Open
Abstract
Objectives Team-based learning (TBL) is a student-centered method where learning can be promoted and facilitated by changing the traditional teaching lecture into an active, dynamic, and more engaging problem-solving process. The present study evaluated the student's learning experience and satisfaction using a TBL method in a preclinical oral surgery course. Methods Twelve TBL sessions were designed for second-year dental students. Six 3-h and 2-h sessions with various preclinical topics were conducted in academic Terms 1 and 2, respectively. Teaching activities such as tests and group discussions were included in the sessions. The last post-session questionnaire sought students' feedback and satisfaction to assess four parameters related to students' knowledge acquirement, interpersonal skills enhancement, learning environment, and teacher-student relationships. Results Most average scores of the responses agreed with the related statements in the four parameters. The results of the Pearson's correlation test revealed that there was a significant relationship (r = 0.735; P < 0.05) between the parameters of the 3-h and 2-h sessions. Conclusion The TBL method yielded positive and high levels of satisfaction, which may be attributed to the proper implementation of TBL methodology by the teacher and students.
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Affiliation(s)
- Salah Sakka
- Department of Oral and Maxillofacial Surgery and Diagnostic Sciences, College of Dentistry, Prince Sattam bin Abdulaziz University, Al Kharj, KSA
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Tappan RS, Roth HR, McGaghie WC. Using Simulation-Based Mastery Learning to Achieve Excellent Learning Outcomes in Physical Therapist Education. JOURNAL, PHYSICAL THERAPY EDUCATION 2024:00001416-990000000-00116. [PMID: 38954765 DOI: 10.1097/jte.0000000000000358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2023] [Accepted: 05/24/2024] [Indexed: 07/04/2024]
Abstract
INTRODUCTION The 2 aims of this observational study are (a) to describe the implementation and feasibility of a bed mobility skills simulation-based mastery learning (SBML) curricular module for physical therapist students and (b) to measure learning outcomes and student perceptions of this module. REVIEW OF LITERATURE Simulation-based mastery learning is an outcome-based educational approach that has been successful in other health professions but has not been explored in physical therapy education. SUBJECTS Eighty-seven students in a single cohort of a Doctor of Physical Therapy program. METHODS The SBML module in this pretest-posttest study included a pretest, instruction, initial posttest, and additional rounds of instruction and assessment as needed for all learners to achieve the minimum passing standard (MPS) set using the Mastery Angoff and Patient Safety methods. Outcome measures were bed mobility assessment pass rates and scores, additional student and faculty time compared with a traditional approach, and student perceptions of their self-confidence and the module. RESULTS All students achieved the MPS after 3 rounds of training and assessment beyond the initial posttest. Mean Total Scores improved from 67.6% (12.9%) at pretest to 91.4% (4.8%) at mastery posttest (P < .001, Cohen's d = 1.8, 95% CI [1.4-2.1]); mean Safety Scores improved from 75.2% (16.0%) at pretest to 100.0% (0.0%) at mastery posttest (P < .001, Cohen's d = 1.5, 95% CI [1.2-1.9]). Students who did not achieve the MPS at the initial posttest (n = 30) required a mean of 1.2 hours for additional instruction and assessment. Survey results revealed an increase in student confidence (P < .001) and positive student perceptions of the module. DISCUSSION AND CONCLUSION Implementation of this SBML module was feasible and resulted in uniformly high levels of bed mobility skill acquisition. Based on rigorous learning outcomes, feasible requirements for implementation, and increased student confidence, SBML offers a promising approach for wider implementation in physical therapy education.
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Affiliation(s)
- Rachel S Tappan
- Rachel S. Tappan is a board-certified clinical specialist in neurologic physical therapy and an associate professor in the Department of Physical Therapy & Human Movement Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois . Please address all correspondence to Rachel S. Tappan
- Heidi R. Roth is a board-certified clinical specialist in neurologic physical therapy and an assistant professor in the Department of Physical Therapy & Human Movement Sciences, Feinberg School of Medicine, Northwestern University
- William C. McGaghie is a professor in the Department of Medical Education, Department of Preventive Medicine, Feinberg School of Medicine, Northwestern University.
| | - Heidi R Roth
- Rachel S. Tappan is a board-certified clinical specialist in neurologic physical therapy and an associate professor in the Department of Physical Therapy & Human Movement Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois . Please address all correspondence to Rachel S. Tappan
- Heidi R. Roth is a board-certified clinical specialist in neurologic physical therapy and an assistant professor in the Department of Physical Therapy & Human Movement Sciences, Feinberg School of Medicine, Northwestern University
- William C. McGaghie is a professor in the Department of Medical Education, Department of Preventive Medicine, Feinberg School of Medicine, Northwestern University.
| | - William C McGaghie
- Rachel S. Tappan is a board-certified clinical specialist in neurologic physical therapy and an associate professor in the Department of Physical Therapy & Human Movement Sciences, Feinberg School of Medicine, Northwestern University, Chicago, Illinois . Please address all correspondence to Rachel S. Tappan
- Heidi R. Roth is a board-certified clinical specialist in neurologic physical therapy and an assistant professor in the Department of Physical Therapy & Human Movement Sciences, Feinberg School of Medicine, Northwestern University
- William C. McGaghie is a professor in the Department of Medical Education, Department of Preventive Medicine, Feinberg School of Medicine, Northwestern University.
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Sterpu I, Herling L, Nordquist J, Möller A, Kopp Kallner H, Engberg H, Acharya G. The outcomes of team-based learning vs small group interactive learning in the obstetrics and gynecology course for undergraduate students. Acta Obstet Gynecol Scand 2024; 103:1224-1230. [PMID: 38366801 PMCID: PMC11103139 DOI: 10.1111/aogs.14804] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2023] [Revised: 12/27/2023] [Accepted: 01/23/2024] [Indexed: 02/18/2024]
Abstract
INTRODUCTION Team-based learning (TBL) is a well-established active teaching method which has been shown to have pedagogical advantages in some areas such as business education and preclinical disciplines in undergraduate medical education. Increasingly, it has been adapted to clinical disciplines. However, its superiority over conventional learning methods used in clinical years of medical school remains unclear. The aim of this study was to compare TBL with traditional seminars delivered in small group interactive learning (SIL) format in terms of knowledge acquisition and retention, satisfaction and engagement of undergraduate medical students during the 6-week obstetrics and gynecology clerkship. MATERIAL AND METHODS The study was conducted at Karolinska Institutet, a medical university in Sweden, and had a prospective, crossover design. All fifth-year medical students attending the obstetrics and gynecology clerkship, at four different teaching hospitals in Stockholm (approximately 40 students per site), in the Autumn semester of 2022 were invited to participate. Two seminars (one in obstetrics and one in gynecology) were designed and delivered in two different formats, ie TBL and SIL. The student:teacher ratio was approximately 10:1 in the traditional SIL seminars and 20:1 in the TBL. All TBL seminars were facilitated by a single teacher who had been trained and certified in TBL. Student knowledge acquisition and retention were assessed by final examination scores, and the engagement and satisfaction were assessed by questionnaires. For the TBL seminars, individual and team readiness assurance tests were also performed and evaluated. RESULTS Of 148 students participating in the classrooms, 132 answered the questionnaires. No statistically significant differences were observed between TBL and SIL methods with regard to student knowledge acquisition and retention, engagement and satisfaction. CONCLUSIONS We found no differences in student learning outcomes or satisfaction using TBL or SIL methods. However, as TBL had a double the student to teacher ratio as compared with SIL, in settings where teachers are scarce and suitable rooms are available for TBL sessions, the method may be beneficial in reducing faculty workload without compromising students' learning outcomes.
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Affiliation(s)
- Irene Sterpu
- Division of Obstetrics and Gynecology, Department of Clinical Sciences, Intervention and Technology (CLINTEC)Karolinska InstitutetStockholmSweden
| | - Lotta Herling
- Division of Obstetrics and Gynecology, Department of Clinical Sciences, Intervention and Technology (CLINTEC)Karolinska InstitutetStockholmSweden
- Department of Pregnancy Care and Delivery, Center for Fetal MedicineKarolinska University HospitalStockholmSweden
| | - Jonas Nordquist
- Department of Medicine (Huddinge)Karolinska InstitutetStockholmSweden
| | - Anna Möller
- Department of Clinical Science and EducationKarolinska InstitutetStockholmSweden
- Department of Obstetrics and GynecologyStockholm South HospitalStockholmSweden
| | - Helena Kopp Kallner
- Department of Clinical Sciences Danderyd HospitalKarolinska InstitutetStockholmSweden
- Department of Obstetrics and GynecologyDanderyd HospitalStockholmSweden
| | - Hedvig Engberg
- Department of Women's and Children's HealthKarolinska InstitutetStockholmSweden
- Department of Gynecology and Reproductive MedicineKarolinska University HospitalStockholmSweden
| | - Ganesh Acharya
- Division of Obstetrics and Gynecology, Department of Clinical Sciences, Intervention and Technology (CLINTEC)Karolinska InstitutetStockholmSweden
- Department of Pregnancy Care and Delivery, Center for Fetal MedicineKarolinska University HospitalStockholmSweden
- Department of Clinical MedicineUiT The Arctic University of NorwayTromsøNorway
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Roossien L, Boerboom T, Spaai G, van Klaveren LM, Dolmans D, de Vos R. Opening the black box of team-based learning (TBL): A study of verbal interactions in online application sessions. MEDICAL TEACHER 2024; 46:832-841. [PMID: 38035575 DOI: 10.1080/0142159x.2023.2285249] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/02/2023]
Abstract
CONTEXT In team-based learning (TBL), an instructional strategy that encourages in-depth team discussion and deep learning, interactions in terms of sharing, co-construction, constructive conflict and procedural interactions are important. Since TBL has also been applied online in recent years, the question is whether these interactions are sufficiently present in an online setting. AIM Gain insight into the nature and extent of these types of interactions in online TBL application sessions and to what extent these vary between teams and sessions. METHODS We made audiovisual recordings of 12 TBL teams in two online application sessions during assignments. Transcripts were coded and analyzed using a framework derived. RESULTS Teams spent more than 85% of their time on all four types of interactions in both sessions. The largest proportion of time was spent on sharing and co-construction. Constructive conflict occurred to a limited extent. We observed variation in proportion of time spent on and the distribution of the four types of interactions between teams and sessions. DISCUSSION All interactions important for achieving deep learning occurred in online TBL application sessions. However, the effective use of these types of interaction should not be left to chance.
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Affiliation(s)
- Linda Roossien
- Amsterdam University Medical Centers, Faculty of Medicine, University of Amsterdam, Teaching and Learning Center, the Netherlands
| | - Tobias Boerboom
- Faculty of Veterinary Medicine, Utrecht University, the Netherlands
| | - Gerard Spaai
- Amsterdam University Medical Centers, Faculty of Medicine, University of Amsterdam, Teaching and Learning Center, the Netherlands
| | - Lisa-Maria van Klaveren
- Amsterdam University Medical Centers, Faculty of Medicine, University of Amsterdam, Institute for Education and Training, the Netherlands
| | - Diana Dolmans
- Department of Educational Development and Research, Faculty of Medicine, University of Maastricht, the Netherlands
| | - Rien de Vos
- Amsterdam University Medical Centers, Faculty of Medicine, University of Amsterdam, Institute for Education and Training, the Netherlands
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Mohd Noor MN, Fatima S, Grace Cockburn J, Romli MH, Pallath V, Hong WH, Vadivelu J, Foong CC. Systematic review of feedback literacy instruments for health professions students. Heliyon 2024; 10:e31070. [PMID: 38813152 PMCID: PMC11133658 DOI: 10.1016/j.heliyon.2024.e31070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2023] [Revised: 05/06/2024] [Accepted: 05/09/2024] [Indexed: 05/31/2024] Open
Abstract
Successfully managing and utilizing feedback is a critical skill for self-improvement. Properly identifying feedback literacy level is crucial to facilitate teachers and learners especially in clinical learning to plan for better learning experience. The present review aimed to gather and examine the existing definitions and metrics used to assess feedback literacy (or parts of its concepts) for health professions education. A systematic search was conducted on six databases, together with a manual search in January 2023. Quality of the included studies were appraised using the COSMIN Checklist. Information on the psychometric properties and clinical utility of the accepted instruments were extracted. A total 2226 records of studies were identified, and 11 articles included in the final analysis extracting 13 instruments. These instruments can be administered easily, and most are readily accessible. However, 'appreciating feedback' was overrepresented compared to the other three features of feedback literacy and none of the instruments had sufficient quality across all COSMIN validity rating sections. Further research studies should focus on developing and refining feedback literacy instruments that can be adapted to many contexts within health professions education. Future research should apply a rigorous methodology to produce a valid and reliable student feedback literacy instrument.
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Affiliation(s)
| | - Sahar Fatima
- Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia
| | | | | | - Vinod Pallath
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia
| | - Wei-Han Hong
- Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Jamuna Vadivelu
- Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Chan Chong Foong
- Medical Education and Research Development Unit, Universiti Malaya, Kuala Lumpur, Malaysia
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Megee PC, Uhley V, Grogan J, Silverman A. Foundational and Clinical Science Integration in a Team-Based Learning Module Modeling Care of a Patient With Dyslipidemia. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2024; 20:11397. [PMID: 38595707 PMCID: PMC11001791 DOI: 10.15766/mep_2374-8265.11397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Accepted: 01/14/2024] [Indexed: 04/11/2024]
Abstract
Introduction Foundational and clinical science integration, a long-standing goal of undergraduate medical education, benefits learners by promoting retention of critical knowledge and skills as well as their transfer to the clinical setting. We implemented a team-based learning (TBL) module in which foundational knowledge and skills from the disciplines of biochemistry, nutrition, and genetics were leveraged in a simulated patient encounter for diagnosis and management of a patient with dyslipidemia. Methods The TBL was deployed in a first-year medical student cardiovascular system course with 125 students over three academic years. Following individual and team readiness assurance tests (iRAT and tRAT, respectively), teams participated in an initial application exercise requiring consideration of clinical and laboratory data and other risk factors to engage the patient in a shared decision-making process. Using dietary and family history narratives in subsequent application exercises, teams completed recommendations for an individualized diet plan and an assessment of potential disease inheritance patterns to formulate appropriate patient care management strategies. Results Student engagement with prelearning materials and session team activities was high as judged by RAT performance and application exercise outcomes: iRAT question performance ranged from 89% to 99% for individual items, and tRAT performance was routinely 100%. Learners reported that the exercises were impactful and believed the learned foundational knowledge and skills were transferable to future patient care. Discussion The dyslipidemia TBL module provides an illustration for early clinical learners of how foundational knowledge and skills can be operationalized and transferred for optimal patient care.
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Affiliation(s)
- Paul C. Megee
- Associate Professor, Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine
| | - Virginia Uhley
- Associate Professor, Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine
| | - James Grogan
- Professor, Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine
| | - Alan Silverman
- Assistant Professor, Department of Internal Medicine, Oakland University William Beaumont School of Medicine; Clinical Assistant Professor, Department of Internal Medicine, Wayne State University School of Medicine
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Rosen MS, Pérez M, Colson ER, De Fer TM, Aagaard EM, O'Connor B. Reimagining the Psychiatry Clerkship: The Washington University School of Medicine Story. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2024:10.1007/s40596-024-01964-0. [PMID: 38570408 DOI: 10.1007/s40596-024-01964-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2023] [Accepted: 03/20/2024] [Indexed: 04/05/2024]
Affiliation(s)
- Max S Rosen
- Washington University School of Medicine, St. Louis, MO, USA.
| | - Maria Pérez
- Washington University School of Medicine, St. Louis, MO, USA
| | - Eve R Colson
- Washington University School of Medicine, St. Louis, MO, USA
| | - Thomas M De Fer
- Washington University School of Medicine, St. Louis, MO, USA
| | - Eva M Aagaard
- Washington University School of Medicine, St. Louis, MO, USA
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Korayem GB, Alghamdi AA, Aljuhani O, Ivy D, Alhubaishi AA, Alkofide H. Team-based learning versus traditional teaching effect on pharmacy Students' Performance: A systematic review and Meta-Analysis. Saudi Pharm J 2024; 32:102017. [PMID: 38463182 PMCID: PMC10920954 DOI: 10.1016/j.jsps.2024.102017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2024] [Accepted: 02/26/2024] [Indexed: 03/12/2024] Open
Abstract
Background Several pharmacy schools have implemented team-based learning (TBL) in their curriculum worldwide. Yet, TBL's effectiveness compared to traditional teaching in improving students' outcomes in pharmacy education is yet to be assessed collectively. Thus, the aim of this meta-analysis is to compare the performance of pharmacy students following the implementation of team-based learning (TBL) in the pharmacy curriculum as opposed to traditional learning methods. Methods This systematic review and meta-analysis included studies that assessed students' performance after TBL was implemented in a pharmacy curriculum. Adhering to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, the review conducted searches in Embase, MEDLINE, and Google Scholar until July 26, 2023. Results A total of 11 studies comparing TBL against traditional teaching methods and assessing students' performance were included. The pooled analysis, involving 2,400 students from 10 studies, demonstrated a mean difference (MD) in favor of TBL (MD = 2.27, 95 % CI [-0.85, 5.40]). However, notable heterogeneity was observed with an I2 value of 82 %, and the observed difference did not reach statistical significance. Conclusion TBL exhibited enhanced student performance in pharmacy education compared to traditional teaching, although the difference was not statistically significant. The meta-analysis findings support the use of TBL in pharmacy education for various pharmacy courses (pharmaceutical and clinical sciences courses) and students at different levels. However, there is a need for more robust studies to comprehensively evaluate TBL, considering aspects such as students' performance and engagement, skills development, and satisfaction.
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Affiliation(s)
- Ghazwa B. Korayem
- Department of Pharmacy Practice, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia
| | - Albandari A. Alghamdi
- Pharmaceutical Care Division, King Faisal Specialist Hospital and Research Centre, Riyadh, Saudi Arabia
| | - Ohoud Aljuhani
- Department of Pharmacy Practice, Faculty of Pharmacy, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Delaney Ivy
- Irma Lerma Rangel School of Pharmacy, Texas A&M Health, Texas, United States
| | - Alaa A. Alhubaishi
- Department of Pharmacy Practice, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia
| | - Hadeel Alkofide
- Clinical Pharmacy Department, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
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Song X, Elftman M. Beyond Collaborative Learning: a Comparison of Small Groups in Face-to-Face and Online Settings. MEDICAL SCIENCE EDUCATOR 2024; 34:379-385. [PMID: 38686170 PMCID: PMC11055808 DOI: 10.1007/s40670-024-01983-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 01/08/2024] [Indexed: 05/02/2024]
Abstract
Small group-based instructional approaches such as case-based learning (CBL) and team-based learning (TBL) are widely used in medical education to promote collaboration and team learning. During the pandemic, many medical schools shifted from face-to-face instruction to online settings. While CBL/TBL are intended to foster collaborative skills, it is unclear how its use evolves in an online setting and whether the online setting impacts students' perceptions and behaviors in collaboration. This study examined how the change from in-person to online CBL/TBL impacted students' collaboration. We used a mixed-methods sequential design, first collecting and analyzing retrospective cohort quantitative data with the Class of 2023 through peer evaluation surveys followed by six focus groups. Students' assessment of their peers was generally positive. Nonparametric testing showed significant differences for two questions with less positive perceptions in the virtual setting compared to when students had in-person CBL/TBL. The focus group results identified several themes related to collaboration and learning communities. In the virtual setting, students not only lost collaboration opportunities with their group members in CBL/TBL, but also learning opportunities and social connections with other groups and the community as a whole. Virtual learning environments may have presented challenges for collaborative learning and the establishment of a sense of community.
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Affiliation(s)
- Xiaomei Song
- School of Medicine, Case Western Reserve University, 9501 Euclid Avenue, Cleveland, OH 44106-7503 USA
| | - Michael Elftman
- College of Medicine, Central Michigan University, Mount Pleasant, USA
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He J, Wu B, Zhong H, Zhan J, Zhu L, Zhang J, Zeng Y, Li Z. Implementing mind mapping in small-group learning to promote student engagement in the medical diagnostic curriculum: a pilot study. BMC MEDICAL EDUCATION 2024; 24:336. [PMID: 38532417 DOI: 10.1186/s12909-024-05318-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2023] [Accepted: 03/14/2024] [Indexed: 03/28/2024]
Abstract
BACKGROUND Medical diagnostics is a pivotal bridge curriculum that receives much less attention from undergraduates in non-clinical medicine health profession programs with less student engagement and poor performance. Mind mapping is an active learning strategy for graphically presenting radiant thinking to culture clinical reasoning. The purpose of this study was to explore whether students' comprehensive diagnostic skills are enhanced through increased student engagement by employing mind mapping. METHODS We implemented mind mapping in small-grouped workshops with 86 junior undergraduates from preventive medicine program, for physical diagnostic sessions including physical examination (PE) maneuver, electrocardiogram (ECG) interpretation and medical history collection. We also conducted assessments of the above skills, as well as online surveys regarding their expectation on this course, self-evaluation of mind mapping in teaching and the learning process of all the modules. RESULTS Group members employing mind mapping in all PE sessions obtained higher scores in the heart and lung systems during the PE maneuver exam. Similarly, groups that made more in-depth mind maps achieved higher scores on the ECG quiz. In addition, groups displaying mind maps for history taking from normal classes and reformed class exhibited greater completeness of medical history with both standardized patients and real patients, which was consistent with increased collection of accompanying symptoms. Mind mapping was valued by the majority of students for its benefits in terms of acquiring PE maneuver, theoretical knowledge, medical history collection and medical records writing, clinical reasoning, communication skills, sense of teamwork and cooperation, professionalism and humanistic literacy. DISCUSSION The visual feature of mind mapping evoked extensive behavioral engagement in all groups, as did cognitive and emotional engagement, as the majority of students expressed their willingness and affective reactions. In the short term, the positive feedbacks encourage growing engagement. The continuous benefits of mind mapping require long-term observation.
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Affiliation(s)
- Jieyu He
- Department of Geriatrics, The Second Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Bei Wu
- Hospital Management Department, Medical Education Office, Central South University, Changsha, Hunan, China
| | - Haiying Zhong
- Department of Hematology, The Second Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Junkun Zhan
- Department of Geriatrics, The Second Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Lanyan Zhu
- Department of Internal Medicine, The Second Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Jie Zhang
- Department of Gastroenterology, The Second Xiangya Hospital, Central South University, Changsha, Hunan, China.
| | - Yi Zeng
- Department of Geriatrics, The Second Xiangya Hospital, Central South University, Changsha, Hunan, China.
- Academic Department, The Second Xiangya Hospital, Central South University, Changsha, Hunan, China.
| | - Zhihong Li
- The Second Xiangya Hospital, Central South University, Changsha, Hunan, China
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Noel ZR, Kulo V, Cestone C, Jun HJ, Sweet M, Kubitz KA, Gordes KL. Ready or Not: A Crossover Study of (Un)graded Individual Readiness Assurance Tests in Team-Based Learning. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100670. [PMID: 38350527 DOI: 10.1016/j.ajpe.2024.100670] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2023] [Revised: 01/31/2024] [Accepted: 02/07/2024] [Indexed: 02/15/2024]
Abstract
OBJECTIVE This study aimed to measure the effects of graded vs ungraded individual readiness assurance tests (iRATs) on the students' test scores and achievement goals in a team-based learning classroom. METHODS A 2 × 2 crossover study was conducted in a required second-year pharmacotherapy course. Teams 1 to 8 were assigned to a UG iRAT during the first half of the course, followed by a G iRAT the second half of the course (G/UG group). Teams 9 to 16 were assigned to the opposite grading sequence (ie, UG/G). A multivariate analysis of variance was used to analyze the differences in test scores, as measured using iRAT and examination scores. A separate multivariate analysis of variance was used to examine the differences in achievement goals. RESULTS There was a significant difference in test scores based on the iRAT grading condition. Individual readiness assurance tests were higher in the G condition (72.51% vs 67.99%); however, the examination scores were similar in the G and UG conditions (81.07% vs 80.32%). There was no statistically significant difference in the achievement goals based on the iRAT grading condition. CONCLUSION In a required second-year pharmacotherapy course that uses team-based learning, student performance on the iRAT was modestly lower in the UG iRAT condition; however, the students' examination scores were unchanged. Achievement goals were unchanged based on the iRAT grading condition.
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Affiliation(s)
- Zachary R Noel
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
| | - Violet Kulo
- University of Maryland Graduate School, Baltimore, MD, USA
| | | | - Hyun-Jin Jun
- University of Maryland Graduate School, Baltimore, MD, USA
| | - Michael Sweet
- Center for Advancing Teaching and Learning through Research, Northeastern University, Boston, MA, USA
| | - Karla A Kubitz
- Department of Kinesiology, Towson University, Towson, MD, USA
| | - Karen L Gordes
- University of Maryland Graduate School, Baltimore, MD, USA
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Shen J, Qi H, Mei R, Sun C. A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments. BMC MEDICAL EDUCATION 2024; 24:135. [PMID: 38347571 PMCID: PMC10863100 DOI: 10.1186/s12909-024-05080-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2023] [Accepted: 01/22/2024] [Indexed: 02/15/2024]
Abstract
BACKGROUND The swift transition to online teaching in medical education has presented the challenge of replicating in-class engagement and interaction essential for active learning. Despite online team-based learning (TBL) offering potential solutions through structured cooperative activities, its efficacy in virtual simulation experiment courses remains scantily researched. This study investigates the effectiveness of online TBL for teaching virtual patient experiments in a basic medical laboratory course and contrasts it with traditional offline teaching in terms of student performance and perceptions. METHODS A comparative analysis involved 179 Year 3 medical students using online TBL, face-to-face TBL (FTF-TBL), and the flipped classroom (FC) approach. The learning outcomes were assessed based on experiment reports, IRAT scores, TRAT scores, and final exam performance. Students' perceptions of both online and in-class TBL methodologies were also surveyed. RESULTS Both online and in-class TBL groups demonstrated comparable academic outcomes and surpassed the FC group in academic performance. Students displayed a marked preference for the TBL format (whether online or in-class), valuing its enhancement of learning interest and practical knowledge application. Nevertheless, refinements in discussion efficiency, platform convenience, and student-instructor interaction were indicated as potential areas of improvement in the online setting. CONCLUSIONS Online TBL, along with its in-class counterpart, showed superior academic performance and a more positive learning experience compared to the FC group. These findings underscore the potential of online TBL in adapting to modern pedagogical challenges and enriching medical education through virtual simulation experiments.
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Affiliation(s)
- Jing Shen
- Department of Pathology and Pathophysiology, Zhejiang University School of Medicine, 310058, Hangzhou, China.
| | - Hongyan Qi
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, 310058, Hangzhou, China
| | - Ruhuan Mei
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, 310058, Hangzhou, China
| | - Cencen Sun
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, 310058, Hangzhou, China
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Sterpu I, Herling L, Nordquist J, Rotgans J, Acharya G. Team-based learning (TBL) in clinical disciplines for undergraduate medical students-a scoping review. BMC MEDICAL EDUCATION 2024; 24:18. [PMID: 38172844 PMCID: PMC10765894 DOI: 10.1186/s12909-023-04975-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2023] [Accepted: 12/13/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND Team-based learning (TBL) is an evidence-based pedagogical method that has been used in undergraduate medical education since 2001. However, its use in clinical disciplines is rarely reported, and the impact of its implementation is not known. The aim of this study was to explore and map the published literature on the impact of implementing TBL in clinical disciplines in undergraduate medical education. METHODS A comprehensive search of Medline, Education Resources Information Center (ERIC), and Web of Science databases was performed on November 24, 2021 and updated April 6, 2023, using relevant Medical Subject Headings (MeSH) and free-text terms. Original research studies reporting on the implementation of TBL in clinical disciplines in undergraduate medical education published in peer-reviewed English language journals were included irrespective of their methodological design. RESULTS The initial search identified 2,383 records. Of these, 49 met the inclusion criteria. Most of the studies (n = 44, 90%) described the implementation of a modified version of TBL in which one or more TBL steps were missing, and one study had undefined protocol for the implementation. The most reported outcomes were knowledge acquisition (n = 38, 78%) and students' satisfaction or attitudes toward TBL (n = 34, 69%). Despite some differences in their results, the studies found that implementing TBL is associated with increased knowledge acquisition (n = 19, 39%), student engagement (n = 6, 12%), and student satisfaction (n = 31, 63%). CONCLUSIONS Most of the studies reported positive results in students' satisfaction and students' engagement, whilst the results on knowledge acquisition and retention were more contradictory. In most of the studies, TBL was implemented in a modified form and diverse comparators were used. The methodological quality also varied. Thus, no unequivocal conclusions could be drawn regarding the value of implementing TBL in clinical disciplines. More studies with rigorous methodologies are needed in this field.
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Affiliation(s)
- Irene Sterpu
- Division of Obstetrics and Gynecology, Department of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden.
| | - Lotta Herling
- Division of Obstetrics and Gynecology, Department of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden
- Center for Fetal Medicine, Pregnancy Care and Delivery, Karolinska University Hospital, Stockholm, Sweden
| | - Jonas Nordquist
- Department of Medicine (Huddinge), Karolinska Institutet, Stockholm, Sweden
| | - Jerome Rotgans
- Department of Medicine (Huddinge), Karolinska Institutet, Stockholm, Sweden
| | - Ganesh Acharya
- Division of Obstetrics and Gynecology, Department of Clinical Sciences, Intervention and Technology (CLINTEC), Karolinska Institutet, Stockholm, Sweden
- Center for Fetal Medicine, Pregnancy Care and Delivery, Karolinska University Hospital, Stockholm, Sweden
- Department of Clinical Medicine, UiT The Arctic University of Norway, Tromsø, Norway
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James Trill B, Panesar B, Dave M, Vahid Roudsari R, Javidi H. Is team-based learning an alternative approach for UK undergraduate dental education? A scoping review of the literature. Br Dent J 2024; 236:52-56. [PMID: 38225321 PMCID: PMC10789605 DOI: 10.1038/s41415-023-6615-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Accepted: 09/02/2023] [Indexed: 01/17/2024]
Abstract
Introduction Team-based learning (TBL) is a dialectic, student-focused method of teaching which has become increasingly popular in international institutions for delivering undergraduate dental education. Despite several dental schools in the UK using dialectic teaching methods, such as problem-based learning, none appear to use TBL.Aims This scoping review aims to identify the literature investigating the use of TBL compared with other teaching pedagogies in delivering undergraduate dental education.Methods The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines were adopted. A search strategy was developed using appropriate MeSH (medical subject headings) terms and key words. Medline, Scopus and the Cochrane Databases were searched.Results Overall, five studies were identified for inclusion. Of these, three studies compared TBL to traditional, didactic teaching methods (such as lectures) and found both student satisfaction and student performance to be greater with TBL. The remaining two studies compared TBL to other dialectic methods of teaching. The results on student performance in these studies were conflicting.Conclusions There is some limited but promising evidence that TBL is effective at delivering undergraduate dental education; however, the scarcity of research evidence highlights the need for more robust exploration.
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Affiliation(s)
- Benjamin James Trill
- Clinical Lecturer in Adult Oral Health, Division of Dentistry, School of Medical Sciences, University of Manchester, Manchester, M15 6FH, UK.
| | - Bal Panesar
- Clinical Lecturer, Division of Dentistry, School of Medical Sciences, University of Manchester, Manchester, M15 6FH, UK
| | - Manas Dave
- Lecturer in Dental Education and Speciality Registrar in Oral and Maxillofacial Pathology, Division of Dentistry, School of Medical Sciences, University of Manchester, Manchester, M15 6FH, UK
| | - Reza Vahid Roudsari
- Professor of Dental Education and Honorary Consultant in Restorative Dentistry, Division of Dentistry, School of Medical Sciences, University of Manchester, Manchester, M15 6FH, UK
| | - Hanieh Javidi
- Senior Clinical Lecturer and Honorary Consultant in Orthodontics, Division of Dentistry, School of Medical Sciences, University of Manchester, Manchester, M15 6FH, UK
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Fujiwara Y, Amano I, Ishii S, Kishi M, Koibuchi N. Online Physiology Practice with Team-Based Learning During the COVID-19 Pandemic. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1435-1443. [PMID: 38149122 PMCID: PMC10750779 DOI: 10.2147/amep.s415257] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Accepted: 12/13/2023] [Indexed: 12/28/2023]
Abstract
Background The spread of the coronavirus disease (COVID-19) has significantly affected medical education. In particular, conducting practical training in a face-to-face format has become difficult. Purpose To address this problem, online physiology practice combined with team-based learning (TBL) for deep learning of renal physiology was conducted among second-year medical students. Participants and Methods The experiment was performed by a group of students, while other students watched online. After the experiment, all students were grouped using breakout rooms. Following a discussion of the data, a clinical case study related to the experiment was conducted using TBL. To examine the effect of online practice in a case study under TBL, the participants completed an anonymous, open-ended, web-based questionnaire after the program, enabling us to compare their expectations and satisfaction. The questionnaire consisted of questions examining students' opinions on the appropriateness of online practice, degree of understanding, ease of asking questions, time efficiency, and the usefulness of case studies using TBL. Results There was no change in the number of students who participated in the online practice before and after class. After class, more students considered the level of understanding easier and displayed better on-time efficiency than with regular face-to-face training. However, these questions are difficult to answer. Conclusion Online-based physiology practice combined with clinical case studies under TBL helped maintain students' expectations and satisfaction with the training.
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Affiliation(s)
- Yuki Fujiwara
- Department of Integrative Physiology, Gunma University Graduate School of Medicine, Maebashi, Gunma, Japan
| | - Izuki Amano
- Department of Integrative Physiology, Gunma University Graduate School of Medicine, Maebashi, Gunma, Japan
| | - Sumiyasu Ishii
- Department of Integrative Physiology, Gunma University Graduate School of Medicine, Maebashi, Gunma, Japan
- Niigata College of Nursing, Joetsu, Niigata, Japan
| | - Mikiko Kishi
- Department of Medical Education and Development, Gunma University Graduate School of Medicine, Maebashi, Gunma, Japan
| | - Noriyuki Koibuchi
- Department of Integrative Physiology, Gunma University Graduate School of Medicine, Maebashi, Gunma, Japan
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Revand R, Kaur S, Deepak KK, Kochhar KP. Planning and implementation of participant-centric group activity on research methodology: perceptions of postgraduate medical students in physiology. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:709-717. [PMID: 37560784 DOI: 10.1152/advan.00089.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2023] [Revised: 08/07/2023] [Accepted: 08/07/2023] [Indexed: 08/11/2023]
Abstract
Knowledge about the key steps in "research methodology" is necessary for all postgraduate students who are enrolled in the medical profession. The objective of the present study was to plan, design, and implement a participant-centric postgraduate skill development activity to inculcate the key principles and components of research methodology. It included 3 goal-oriented component group exercises, namely, 1) framing a research question, 2) critiquing a research article, and 3) writing a research protocol. Out of 25 eligible postgraduate students of our department, 20 participated in all three component group exercises, and they were included in the study. Feedback was obtained from them on a five-point Likert scale after the group exercises. In addition, students were also asked to provide open-ended comments for further improvement of the session. Data from participants' feedback suggested that the majority of the participants expressed satisfaction regarding the plan, conduct, and learning experience of the postgraduate activity. Therefore, participant-centric group activity could be an innovative approach in postgraduate medical education to inculcate the basics of research methodology. It can provide additional emphasis on the components of self-directed learning through individual exercises and unsupervised group dynamics. Supervised group dynamics can inculcate skills in critical thinking, acceptance, communication skills, and teamwork.NEW & NOTEWORTHY Postgraduate medical education is underpinned by supervised and unsupervised learning processes. The current study incorporates an innovative approach to inculcate the basic skills of "research methodology" through three goal-oriented participant-centric group exercises, namely, 1) framing a research question, 2) critiquing a research article, and 3) writing a research protocol. The activities encompass components of self-directed learning through unsupervised group dynamics. They focus on critical thinking, acceptance, communication skills, and teamwork during supervised group dynamics.
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Affiliation(s)
- Ravindran Revand
- Department of Physiology, All India Institute of Medical Sciences, New Delhi, India
| | - Simran Kaur
- Department of Physiology, All India Institute of Medical Sciences, New Delhi, India
| | - Kishore Kumar Deepak
- Department of Physiology, All India Institute of Medical Sciences, New Delhi, India
| | - Kanwal Preet Kochhar
- Department of Physiology, All India Institute of Medical Sciences, New Delhi, India
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Chang MC, Yu JH, Hsieh JG, Wei MH, Wang YW. Effectiveness of the refined health literacy course on improving the health literacy competencies of undergraduate nursing students: quantitative and qualitative perspectives. MEDICAL EDUCATION ONLINE 2023; 28:2173042. [PMID: 36718508 PMCID: PMC9891155 DOI: 10.1080/10872981.2023.2173042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Revised: 01/05/2023] [Accepted: 01/23/2023] [Indexed: 06/18/2023]
Abstract
People with limited health literacy comprise a high-risk group for adverse health outcomes. Nurses must be made aware of the importance of health literacy and communicate with patients in plain language, which will solve the obstacles for patients using health care services. Providing health literacy education for nurses is an important strategy for health literacy practices. This study aimed to develop a refined health literacy course for nursing students and evaluate its effectiveness. The study used a single-group pre- and post-test quasi-experimental design and conducted focus group interviews. The intervention was an eight-hour course and applied team-based learning combined with various teaching methods. The study enrolled second-year nursing students of a university in eastern Taiwan via convenient sampling. A self-reported structured questionnaire was used to compare the participants' familiarity with health literacy, attitude, confidence in oral communication, and ability in written communication before and after the course. To discuss the learning experience of the course, the study held two focus groups with 12 participants. A total of 81 participants completed the pre- and post-test questionnaires. The results showed that familiarity with health literacy (t=9.12, t<.001), attitude (t=4.89, t<.001), confidence in oral communication (t=4.12, t<.001), and ability in written communication (t=8.83, t<.001) showed improvement after the course. Data analysis of focus group interviews yielded two categories and seven themes for the learning experience, most of which showed participants' positive learning experiences in the health literacy course. The course effectively enhanced the nursing students' knowledge and attitude toward health literacy and the ability to communicate with patients using health literacy principles. The results can provide a reference for integrating health literacy education into the undergraduate nursing curriculum.
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Affiliation(s)
- Mei-Chuan Chang
- Department of Nursing, College of Medicine, Tzu Chi University, Hualien City, Taiwan
| | - Jui-Hung Yu
- Department of Public Health, Tzu Chi University, Hualien City, Taiwan
| | - Jyh-Gang Hsieh
- Department of Family Medicine, Hualien Tzu Chi Hospital, Hualien City, Taiwan
- Department of Medical Humanities, School of Medicine, Tzu Chi University, Hualien City, Taiwan
| | - Mi-Hsiu Wei
- Department of Communication Studies, Tzu Chi University, Hualien City, Taiwan
| | - Ying-Wei Wang
- Department of Family Medicine, Hualien Tzu Chi Hospital, Hualien City, Taiwan
- Department of Medical Humanities, School of Medicine, Tzu Chi University, Hualien City, Taiwan
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Perez A, Green J, Moharrami M, Gianoni-Capenakas S, Kebbe M, Ganatra S, Ball G, Sharmin N. Active learning in undergraduate classroom dental education- a scoping review. PLoS One 2023; 18:e0293206. [PMID: 37883431 PMCID: PMC10602256 DOI: 10.1371/journal.pone.0293206] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Accepted: 10/07/2023] [Indexed: 10/28/2023] Open
Abstract
INTRODUCTION Previous reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research activity on active learning strategies in undergraduate classroom dental education. METHODS The review was guided by Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. MEDLINE, ERIC, EMBASE, and Scopus databases were searched from January 2005 to October 2022. Peer-reviewed, primary research articles published in English were selected. Reference lists of relevant studies were verified to improve the search. Two trained researchers independently screened titles, abstracts, and full-texts articles for eligibility and extracted the relevant data. RESULTS In total, 93 studies were included in the review. All studies performed outcome evaluations, including reaction evaluation alone (n = 32; 34.4%), learning evaluation alone (n = 19; 20.4%), and reaction and learning evaluations combined (n = 42; 45.1%). Most studies used quantitative approaches (n = 85; 91.3%), performed post-intervention evaluations (n = 70; 75.3%), and measured student satisfaction (n = 73; 78.5%) and knowledge acquisition (n = 61; 65.6%) using direct and indirect (self-report) measures. Only 4 studies (4.3%) reported faculty data in addition to student data. Flipped learning, group discussion, problem-based learning, and team-based learning were the active learning strategies most frequently evaluated (≥6 studies). Overall, most studies found that active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures based on direct and indirect outcome measures. CONCLUSION Active learning has the potential to enhance student learning in undergraduate classroom dental education; however, robust process and outcome evaluation designs are needed to demonstrate its effectiveness in this educational context. Further research is warranted to evaluate the impact of active learning strategies on skill development and behavioral change in order to support the competency-based approach in dental education.
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Affiliation(s)
- Arnaldo Perez
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Jacqueline Green
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | | | - Silvia Gianoni-Capenakas
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Maryam Kebbe
- Faculty of Kinesiology, University of New Brunswick, Fredericton, New Brunswick, Canada
| | - Seema Ganatra
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Geoff Ball
- Department of Pediatrics, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Nazlee Sharmin
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
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Choi-Lundberg D. Technology-Enhanced Learning in Medical Education Collection: Latest Developments. MEDEDPUBLISH 2023; 13:219. [PMID: 37868339 PMCID: PMC10589622 DOI: 10.12688/mep.19856.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2023] Open
Abstract
Technology-enhanced learning (TEL) refers to learning activities and environments that are potentially improved or enhanced with information and communication technologies (Shen and Ho, 2020; Wasson and Kirschner, 2020). TEL may be implemented in face-to-face, distance/remote and blended or hybrid modes; in various environments such as online, classrooms, workplaces, communities, and other built and natural environments; include a range of learning designs and pedagogies/andragogies; involve synchronous and asynchronous interactions amongst students, teachers, workplace staff and clients, and/or community members; and delivered with the support of various technologies (Wasson and Kirschner, 2020). To date, the Technology-Enhanced Learning in Medical Education collection, part of MedEdPublish, has received submissions relating to several technologies to support learning, including web conferencing, web 2.0, e-textbooks, e-portfolios, software, generative artificial intelligence, simulation mannequins and wearables for point-of-view video, often in combination. Learning designs included flipped classroom with interactive case discussions (Imran et al., 2022), e-portfolios (Javed et al., 2023), didactic teaching followed by demonstrations of clinical skills on a simulation mannequin (Zwaiman et al., 2023), interdisciplinary case discussions to promote interprofessional learning (Major et al., 2023), patient panels to share narratives and perspectives (Papanagnou et al., 2023), and team-based learning (Lee & Wong, 2023). In the four papers that included evaluation, participant reaction (feedback on learning activities) and/or learning (self-reported through surveys, with pre- vs post-training comparisons or at different timepoints during learning) were reported, corresponding to levels 1 and 2 of the commonly used outcomes-focused Kirkpatrick model of evaluation (Allen et al., 2022). Two papers focused on the work of health professions educators, including conducting the nominal group technique, a qualitative research method, via web conferencing (Khurshid et al., 2023); and using ChatGPT to assist with various medical education tasks (Peacock et al., 2023).
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Affiliation(s)
- Derek Choi-Lundberg
- Tasmanian School of Medicine, University of Tasmania, Hobart, Tasmania, 7000, Australia
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Arabi AN, Kennedy CA. The Perceptions and Experiences of Undergraduate Healthcare Students With Debriefing Methods: A Systematized Review. Simul Healthc 2023; 18:191-202. [PMID: 35921616 DOI: 10.1097/sih.0000000000000673] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
SUMMARY STATEMENT We performed a systematized review examining the existing literature on undergraduate healthcare students' perceptions and experiences with debriefing methods in simulation-based education. Twenty empirical research articles published in English between 2008 and 2020 were identified during a systematic search of 4 electronic databases. Data derived from these articles underwent critical appraisal and thematic analysis.Students valued the opportunity in debriefing for reflection, raising self-awareness of skills and learning. They preferred structured debriefing for promoting analytic skills and transfer of learning, favored video-assisted debriefing for fast recall and improving communication skills, and benefited most from instructor-led rather than peer-led debriefing. However, students appreciated group debriefing for aiding the construction of new understandings. There was no consensus on the preferred timing of debriefing, and students highlighted their concern about the disclosure of errors across different debriefing methods. Recommendations for educators to improve debriefing experiences and for future research are considered.
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Affiliation(s)
- Asma N Arabi
- From the International Fellow in Clinical Simulation (A.N.A.), Neil and Elise Wallace, STRATUS Center for Medical Simulation, Brigham and Women's Hospital affiliate of Harvard, Medical School, Boston, MA; and Centre for Medical Education (C.A.K.), School of Medicine, University of Dundee, Dundee, UK
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Zhang S, Ma H, Zhu X, Niu A, Luo Y. Learning needs of nursing postgraduates in Southwest China based on Hutchinson's learning needs theory: a qualitative research. BMC MEDICAL EDUCATION 2023; 23:223. [PMID: 37029368 PMCID: PMC10081817 DOI: 10.1186/s12909-023-04217-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Accepted: 03/31/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND The process of education is mutual. The learning needs of students need to be paid attention to and can affect the learning outcome. In order to make nursing postgraduates' curriculum better, meet the learning needs of students, and help to achieve the learning objectives of students, this study based on Hutchinson's learning needs theory, aims to collect the learning experience of nursing graduates, as well as the gap between learning needs and target needs, and explore the benefits and barriers of nursing graduates in the curriculum learning. It may provide beneficial reference for further optimizing teaching content and improving teaching methods. METHODS This study was designed as a qualitative research. Purposive sampling was used to recruit 17 nursing postgraduates in the only two universities in Chongqing, Southwest China, 2021. Semi-structured, in-depth individual interviews were conducted to explore how they subjectively experience the benefits and demands of the professional curriculum. Data was analyzed using Colaizzi's seven-step analysis. RESULTS Three main themes "clear learning cognition and goals," "positive learning attitude," and "the gap between learning goals and actual needs" were identified from the original data. Respectively, Subthemes concerning the first theme included "improve scientific research capabilities, enlighten thinking and broaden your horizons, and learn new knowledge and new skills." Subthemes of the second theme were "improve abilities in practice and actively seek diversification of course content and format." Subthemes of the third theme included "the course has a certain depth and breadth, but the course study does not meet the needs of scientific research, the course contents are theoretical, not knowing how to use the research method in certain conditions." CONCLUSIONS The learning needs of nursing postgraduates in Southwest China could be divided into two parts: benefits and barriers, among which the benefits were participants had clear learning goals and positive learning attitudes. When curriculum could not meet their needs, they actively sought methods (e.g., networks or off-campus resources) to close the gap between those needs and their goals. Follow-up educators should focus on learning needs and build curricula by optimizing the contents and methods of existing teaching resources.
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Affiliation(s)
- Suofei Zhang
- School of Nursing, Third Military Medical University/Army Medical University, No.30 Gaotanyan Street, Shapingba District, Chongqing, 400038, P.R. China
| | - Huijuan Ma
- School of Nursing, Third Military Medical University/Army Medical University, No.30 Gaotanyan Street, Shapingba District, Chongqing, 400038, P.R. China
| | - Xiaoli Zhu
- School of Nursing, Third Military Medical University/Army Medical University, No.30 Gaotanyan Street, Shapingba District, Chongqing, 400038, P.R. China
| | - Aifang Niu
- School of Nursing, Third Military Medical University/Army Medical University, No.30 Gaotanyan Street, Shapingba District, Chongqing, 400038, P.R. China
| | - Yu Luo
- School of Nursing, Third Military Medical University/Army Medical University, No.30 Gaotanyan Street, Shapingba District, Chongqing, 400038, P.R. China.
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Zhang Q, Tang X, Zhao Y, Wang Z. Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials. Front Public Health 2023; 10:1044014. [PMID: 36684884 PMCID: PMC9846052 DOI: 10.3389/fpubh.2022.1044014] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Accepted: 12/06/2022] [Indexed: 01/05/2023] Open
Abstract
Introduction Our study aims to identify, appraise, and summarize randomized controlled trials (RCT) on the effectiveness of team-based learning (TBL) versus lecture-based learning (LBL) in nursing students. Methods We searched PubMed, Ovid, Embase, Cochrane, CBM, VIP, CNKI, and Wan Fang databases from inception to 22nd July 2022 to enroll RCTs that compared TBL versus LBL. The studies reporting the performance of nursing students receiving TBL pedagogy compared to those receiving traditional lecture-based learning (LBL) were to be analyzed. Scores of academic or nursing abilities were considered the primary outcome, and the results of nursing competencies, students' engagement with, behaviors, attitudes toward, experience, satisfaction, or perceptions of TBL were considered the secondary outcome. This systematic review was conducted following the guidelines of the Cochrane Reviewer's Handbook and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Results A total of 1,009 participants in 10 RCTs were enrolled in this study. Of the 10 RCTs, eight studies investigated undergraduate students, one involved vocational college students, and one enrolled secondary school students. The most reported outcomes were class engagement survey toward TBL (n = 8); students' ability (n = 5), academic knowledge or performance (n = 4); students' experience (n = 4), satisfaction or perceptions of TBL (n = 4). Conclusion This review suggested that the TBL was an effective pedagogy in improving academic performance and general ability in nursing students. High-quality trials are needed, and standardized outcomes should be used.
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Affiliation(s)
- Qin Zhang
- Department of Postgraduate Students, West China School of Medicine, Sichuan University, Chengdu, Sichuan, China
| | - Xiumei Tang
- Institute of Hospital Management, West China Hospital, Sichuan University, Chengdu, Sichuan, China
| | - Yanjie Zhao
- Department of Oncology and State Key Laboratory of Biotherapy, Cancer Center, West China Hospital, Sichuan University, Chengdu, Sichuan, China
| | - Zhoufeng Wang
- Frontiers Science Center for Disease-Related Molecular Network, Institute of Respiratory Health, West China Hospital, Sichuan University, Chengdu, Sichuan, China
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Preparing for Next Generation NCLEX ® Through Team-Based Learning: Student Perspectives. Nurs Educ Perspect 2023; 44:54-56. [PMID: 34678839 DOI: 10.1097/01.nep.0000000000000904] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
ABSTRACT The Next Generation NCLEX ® requires higher levels of understanding for new registered nurses to practice safely. Team-based learning (TBL) offers a rigorous but pragmatic approach to achieve that aim. TBL employs collaborative strategies for structured problem-solving, a key focus of contemporary nurse educators. In this prospective study, a faculty team at a second-degree, accelerated baccalaureate nursing program within the southeast United States evaluated student perspectives of TBL. Overall findings revealed positive student experiences ( n = 30, with three students on an alternate plan of study) in all aspects of the method.
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Keenan ID, Green E, Haagensen E, Hancock R, Scotcher KS, Swainson H, Swamy M, Walker S, Woodhouse L. Pandemic-Era Digital Education: Insights from an Undergraduate Medical Programme. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1397:1-19. [DOI: 10.1007/978-3-031-17135-2_1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Vanasse AM, Weiler T, Roth EA, Upadhya S, Toriello HV, VanLeuven AJ, Norris JR, Carey JC, Sobering AK. Teaching perspectives on the communication of difficult news of genetic conditions to medical students. Am J Med Genet A 2023; 191:299-305. [PMID: 36286987 PMCID: PMC10092636 DOI: 10.1002/ajmg.a.63003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Revised: 06/23/2022] [Accepted: 09/28/2022] [Indexed: 12/14/2022]
Abstract
Informing parents that their child has a diagnosis of Down syndrome (DS) is a common example of the delivery of unexpected or difficult news. Expectations and life planning will change, and if detected prenatally, discussions might include the option of pregnancy termination. Medical school curricula currently include training in breaking unexpected news; however, it is difficult to teach and assess. We use the perspectives of clinicians, educators, and a medical student who is the parent of a child with DS to frame a discussion on teaching, practicing, and assessing communication of difficult news in human genetics during medical school.
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Affiliation(s)
- Ashley M Vanasse
- Department of Biochemistry, St. George's University, St. George's, Grenada.,Department of Pediatrics, University of Oklahoma School of Community Medicine, Tulsa, Oklahoma, USA
| | - Tracey Weiler
- Department of Human and Molecular Genetics, Herbert Wertheim College of Medicine, Florida International University, Miami, Florida, USA
| | - Elizabeth A Roth
- AU/UGA Medical Partnership Campus of the Medical College of Georgia, Athens, Georgia, USA
| | - Sharmila Upadhya
- Department of Biochemistry, St. George's University, St. George's, Grenada
| | - Helga V Toriello
- Department of Pediatrics and Human Development, Michigan State University - College of Human Medicine, East Lansing, Michigan, USA
| | - Ariel J VanLeuven
- AU/UGA Medical Partnership Campus of the Medical College of Georgia, Athens, Georgia, USA.,Department of Cellular Biology and Anatomy, Medical College of Georgia, Augusta University, Augusta, Georgia, USA
| | - John R Norris
- AU/UGA Medical Partnership Campus of the Medical College of Georgia, Athens, Georgia, USA
| | - John C Carey
- Department of Pediatrics, University of Utah School of Medicine, Salt Lake City, Utah, USA
| | - Andrew K Sobering
- Department of Biochemistry, St. George's University, St. George's, Grenada.,AU/UGA Medical Partnership Campus of the Medical College of Georgia, Athens, Georgia, USA.,Windward Islands Research and Education Foundation, True Blue, St. George's, Grenada
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Spencer SP, Lauden S, Wilson S, Philip A, Kasick R, Mahan JD, Fernandes AK. Meeting the challenge of teaching bioethics: a successful residency curricula utilizing Team-Based Learning. Ann Med 2022; 54:359-368. [PMID: 35114873 PMCID: PMC8820793 DOI: 10.1080/07853890.2021.2013523] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
BACKGROUND Despite recognition by both the Accreditation Council of Graduate Medical Education (ACGME) and the American Board of Paediatrics (ABP) of the importance of bioethics education, curricular crowding, lack of perceived significance, and insufficient administrative support remain significant barriers to trainees gaining competency in bioethics. Few bioethics curricula at the graduate medical education level are evidence-based or comprehensive. We sought to develop and assess the effectiveness of a Team Based Learning (TBL) curriculum in improving residents' bioethics knowledge and their ability to evaluate ethical dilemmas. METHODS We integrated L. Dee Fink's curricular design principles of "Significant Learning," Jonsen et. al's "Four-Box Method" of ethical analysis, and ABP bioethics content specifications to create 10 TBL bioethics sessions. Paediatric residents at a major academic centre then completed a 3-year longitudinal, integrated TBL-based bioethics curriculum. Primary outcomes included individual and group readiness assessment tests (iRAT/gRAT), pre-work completion, and satisfaction with sessions. RESULTS The TBL-based bioethics curriculum contains 10 adaptable modules. Paediatric residents (n = 348 total resident encounters) were highly engaged and satisfied with the curriculum. gRAT scores (mean 89%) demonstrated significant improvement compared to iRAT scores (72%) across all TBLs and all post-graduate years (p < .001). Higher gRAT scores correlated with higher level of training. Although pre-work completion was low (28%), satisfaction was high (4.42/5 on Likert scale). CONCLUSIONS Our TBL-based bioethics curriculum was effective in improving knowledge, practical and flexible in its implementation, and well-received. We attribute its success to its grounding in ethical theory, relevance to ABP specifications, and a multi-modal, engaging format. This curriculum is easily modified to different specialties, virtual formats, or other specific institutional needs.Key messagesDespite formidable challenges to teaching bioethics in residency education, evidence-based methods such as Team-Based Learning (TBL) can be employed to increase knowledge and satisfaction.This study reports the first successful TBL bioethics curriculum, planned and executed longitudinally over 3 years, with paediatric residents at a large academic children's hospital in the US.TBL can be utilised to teach bioethics at the graduate medical education level and is adaptable to different situational factors, disciplines, and levels of clinical experience.
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Affiliation(s)
- Sandra P Spencer
- Division of Emergency Medicine, Nationwide Children's Hospital, Boston, MA, USA.,Department of Pediatrics, The Ohio State University College of Medicine, Columbus, OH, USA
| | - Stephanie Lauden
- Department of Pediatrics, The Ohio State University College of Medicine, Columbus, OH, USA.,Division of Hospital Pediatrics, Nationwide Children's Hospital, Columbus, OH, USA
| | - Sheria Wilson
- Department of Pediatrics, The Ohio State University College of Medicine, Columbus, OH, USA.,Division of Neonatology, Nationwide Children's Hospital, Boston, MA, USA
| | - Andrew Philip
- Department of Psychiatry, The Ohio State College of Medicine, Columbus, OH, USA
| | - Rena Kasick
- Department of Pediatrics, The Ohio State University College of Medicine, Columbus, OH, USA.,Division of Hospital Pediatrics, Nationwide Children's Hospital, Columbus, OH, USA
| | - John D Mahan
- Department of Pediatrics, The Ohio State University College of Medicine, Columbus, OH, USA.,Division of Nephrology, Nationwide Children's Hospital, Boston, MA, USA
| | - Ashley K Fernandes
- Department of Pediatrics, The Ohio State University College of Medicine, Columbus, OH, USA.,Division of Primary Care Pediatrics, Nationwide Children's Hospital, Boston, MA, USA.,Center for Bioethics, The Ohio State University College of Medicine, Columbus, OH, USA
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Seah B, Tan GR, Eriksson M, Wang W, Ramazanu S. Re-orienting healthcare for healthy living communities: A qualitative exploration of nursing students utilising the salutogenic theory for community health practice. NURSE EDUCATION TODAY 2022; 119:105545. [PMID: 36152588 DOI: 10.1016/j.nedt.2022.105545] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Revised: 08/26/2022] [Accepted: 09/07/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Salutogenesis is a resource-oriented approach that focuses on health creation. With the shift in focus from healthcare to health, there is a need to develop salutogenic inquiry and capacity of future nurses to promote good health and well-being in the community. OBJECTIVE This study explored nursing students' perspectives on utilising the salutogenic theory in the community for health promotion, including the scope, perceived benefits, and challenges of theory application. DESIGN A qualitative study using framework analysis. SETTING A tertiary institution in Singapore. PARTICIPANTS Nursing students who were taught the salutogenic theory for 'Healthy Community Living' module. METHODS Data were gathered from four focus group discussions (n = 18) and 32 students' written assignments. They were analysed based on five components of knowledge framework. RESULTS Four themes were identified: re-orienting healthcare for healthy living communities; ambivalent learning experiences; attracting early adopters of salutogenic paradigm; and practices for positive health development in complex systems: future directions. Findings reflected the value, versatility, and usefulness of introducing the salutogenic paradigm into the curriculum of healthcare education. Practical know-hows of applying the theory in community practice and development of health intervention were elicited. CONCLUSION Much work is needed to future-proof the next generation of nurses in embracing and unifying the concept of salutogenic science into the existing pathogenic-driven care model. The real challenge would be the continual support of nursing education and health system to provide salutogenic care in the community.
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Affiliation(s)
- Betsy Seah
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Guang Rong Tan
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Monica Eriksson
- Center on Health Promotion and Salutogenesis, University West, Trollhättan, Sweden.
| | - Wenru Wang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sheena Ramazanu
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Cisney L. Active learning: a consideration in collection development in health sciences libraries? COLLECTION AND CURATION 2022. [DOI: 10.1108/cc-02-2022-0009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Purpose
Active learning is an important component of medical education and information literacy instruction. The purpose of this study is to provide a preliminary investigation to determine whether health sciences librarians consider active learning when making decisions about the library collection.
Design/methodology/approach
An online survey was conducted among health sciences librarians.
Findings
Nineteen librarians completed the survey and most are not considering active learning when making collection decisions.
Originality/value
Very little literature has been published about active learning as a consideration in collection development decisions by health sciences librarians.
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Sharif AF, Kasemy ZA, Alquraishi NA, Alshaikh KN, Alfaraj AH, Alibrahim EA, Alfarej ZM, Alawami HM, Elkhamisy FAA. Inserting an Erroneous Element in the Answer Key of Grouped Team Readiness Assurance Test in Team-Based Learning: A Randomized Controlled Trial in Clinical Toxicology. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:865-882. [PMID: 35990400 PMCID: PMC9386058 DOI: 10.2147/amep.s374299] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2022] [Accepted: 07/30/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE Team-based learning (TBL) is an interactive instructional strategy designed to enhance student engagement. Few studies reported that TBL needs to be more interactive, concerns were raised regarding the insufficient instructor feedback, and students feel that TBL gets less attractive with time. One method of boosting students' interaction and performance is adding an element of challenge or positive stress. Therefore, we hypothesized that inserting an erroneous answer in the answer key would generate an observable improvement in the selected outcomes in terms of better satisfaction, interaction, interest in learning, better academic performance, and better development of competencies compared to traditional TBL. METHODS This randomized controlled trial aimed to determine if inserting an erroneous element in the answer key of a grouped team readiness assurance test (GRAT) would update TBL and whether this intervention would enhance students' performance and satisfaction. RESULTS A total of 55 medical students were recruited (88.7% response rate). Erroneous elements were inserted in the answer key of the experimental group and students enrolled in traditional TBL were considered as controls. Compared to the control group (p < 0.001), the experimental group revealed significantly higher academic performances in GRAT and team evaluation test (TET). Analysis of students' perception of the implemented TBL revealed better perception among the experimental group (33.7 ± 6.4) than the control group (30.1 ± 7.0). Moreover, significantly higher team dynamics were reported among the experimental group than the control group (33.0 ± 6.3 and 27.8 ± 7.6 for both groups, respectively; p = 0.005). The reported advantages were in-depth understanding, easier information retrieval, and development of problem-solving skills. Students considered time and effort as their main limitations. CONCLUSION Adding a few erroneous answers in the GRAT is well perceived by students, enhances their learning competencies and overcomes some TBL challenges.
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Affiliation(s)
- Asmaa F Sharif
- Forensic Medicine and Clinical Toxicology Department, Faculty of Medicine, Tanta University, Tanta, Egypt
| | - Zeinab A Kasemy
- Public Health and Community Medicine Department, Faculty of Medicine, Menoufia University, Shiben ElKoom, Egypt
| | - Nada A Alquraishi
- College of Medicine, Dar Al-Uloom University, Riyadh, Kingdom of Saudi Arabia
| | - Kawther N Alshaikh
- College of Medicine, Dar Al-Uloom University, Riyadh, Kingdom of Saudi Arabia
| | - Anwar H Alfaraj
- College of Medicine, Dar Al-Uloom University, Riyadh, Kingdom of Saudi Arabia
| | - Eman A Alibrahim
- College of Medicine, Dar Al-Uloom University, Riyadh, Kingdom of Saudi Arabia
| | - Zainb M Alfarej
- College of Medicine, Dar Al-Uloom University, Riyadh, Kingdom of Saudi Arabia
| | - Hawra M Alawami
- College of Medicine, Dar Al-Uloom University, Riyadh, Kingdom of Saudi Arabia
| | - Fatma Alzahraa A Elkhamisy
- Basic Medical Sciences Department, Faculty of Medicine, King Salman International University, South Sinai, Egypt
- Pathology Department, Faculty of Medicine, Helwan University, Cairo, Egypt
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Babenko O, Ding M, Lee AS. In-Person or Online? The Effect of Delivery Mode on Team-Based Learning of Clinical Reasoning in a Family Medicine Clerkship. Med Sci (Basel) 2022; 10:medsci10030041. [PMID: 35997333 PMCID: PMC9397079 DOI: 10.3390/medsci10030041] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Revised: 07/30/2022] [Accepted: 08/03/2022] [Indexed: 11/16/2022] Open
Abstract
In health professions education, team-based learning (TBL) has been used to help learners develop clinical reasoning and decision-making skills. The COVID-19 pandemic has challenged institutions to move curriculum delivery from largely in-person to online. With the anticipated return to in-person instruction and arguments made in favor of online instruction in certain circumstances, evidence is needed to support decision making in curriculum planning. The purpose of this study was to examine the effect of delivery mode (in-person vs. online) on student learning of clinical reasoning and clinical decision-making (CR/CDM) in the family medicine clerkship. Data from three cohorts of third-year medical students were included in the study: 2018/2019 cohort, in-person; 2019/2020 cohort, half of the cohort in-person, half of the cohort online; 2020/2021 cohort, online. Students’ performance data—individual readiness assurance test (IRAT) and group readiness assurance test (GRAT) scores—were used. The Generalized Estimating Equations (GEE) analysis was performed. As expected, students scored higher in GRAT than IRAT across the three cohorts. No significant IRAT-GRAT differences were observed between in-person and online delivery of TBL sessions. Student learning of CR/CDM in TBL is comparable between the two modes of delivery in the family medicine clerkship. Future research in other clerkships, years of medical education, and professional programs is needed to inform decision making regarding the TBL delivery mode.
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Shen J, Qi H, Chen Y, Mei R, Sun C, Wang Z. Incorporating modified team-based learning into a flipped basic medical laboratory course: impact on student performance and perceptions. BMC MEDICAL EDUCATION 2022; 22:608. [PMID: 35933354 PMCID: PMC9356488 DOI: 10.1186/s12909-022-03676-1] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 08/02/2022] [Indexed: 05/09/2023]
Abstract
BACKGROUND Basic medical laboratory courses (BMLCs) play an essential role in medical education and offer several benefits to students. Although various student-centered and active learning strategies have been increasingly incorporated into medical education, their applications in BMLCs are limited. This paper aimed to explore the educational effects of a flipped classroom (FC) combined with team-based learning (TBL) strategy in BMLCs at Zhejiang University School of Medicine. METHODS Four hundred eight 3rd-Year medical students were assigned to either the FC-TBL group (n = 235) or the FC group (n = 173) to complete three experiments on the respiration block of BMLCs. The two groups' immediate and long-term academic performance were compared, and the FC-TBL students' perceptions of different instructional strategies were surveyed. RESULTS Students in the FC-TBL group scored higher on the immediate post-tests after class and higher on the final exams in two of the three experiment sessions. They preferred FC-TBL to FC for its higher engagement, more feedback, and better learning environment. Students felt the FC with TBL blended instructional strategy stimulated their interest in learning and deep thinking. CONCLUSIONS Compared with the FC group, students in the FC-TBL group improved academic performance and had a more positive experience overall. Our findings support the feasibility and advantage of the flipped classroom with team-based learning as a blended learning strategy in the BMLC curriculum.
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Affiliation(s)
- Jing Shen
- Department of Pathology and Pathophysiology, and Department of Medical Oncology of the Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, 310058, China.
| | - Hongyan Qi
- Department of Pathology and Pathophysiology, Zhejiang University School of Medicine, Hangzhou, 310058, China
| | - Yingying Chen
- Department of Pathology and Pathophysiology, Zhejiang University School of Medicine, Hangzhou, 310058, China
| | - Ruhuan Mei
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, Hangzhou, 310058, China
| | - Cencen Sun
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, Hangzhou, 310058, China
| | - Zhengyang Wang
- Department of Pulmonary and Critical Care Medicine, Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, Hangzhou, 310016, China
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Benbassat J, Baumal R, Cohen R. Quality Assurance of Undergraduate Medical Education in Israel by Continuous Monitoring and Prioritization of the Accreditation Standards. Rambam Maimonides Med J 2022; 13:RMMJ.10480. [PMID: 35921485 PMCID: PMC9345766 DOI: 10.5041/rmmj.10480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
External accreditation reviews of undergraduate medical curricula play an important role in their quality assurance. However, these reviews occur only at 4-10-year intervals and are not optimal for the immediate identification of problems related to teaching. Therefore, the Standards of Medical Education in Israel require medical schools to engage in continuous, ongoing monitoring of their teaching programs for compliance with accreditation standards. In this paper, we propose the following: (1) this monitoring be assigned to independent medical education units (MEUs), rather than to an infrastructure of the dean's office, and such MEUs to be part of the school governance and draw their authority from university institutions; and (2) the differences in the importance of the accreditation standards be addressed by discerning between the "most important" standards that have been shown to improve student well-being and/or patient health outcomes; "important" standards associated with student learning and/or performance; "possibly important" standards with face validity or conflicting evidence for validity; and "least important" standards that may lead to undesirable consequences. According to this proposal, MEUs will evolve into entities dedicated to ongoing monitoring of the education program for compliance with accreditation standards, with an authority to implement interventions. Hopefully, this will provide MEUs and faculty with the common purpose of meeting accreditation requirements, and an agreed-upon prioritization of accreditation standards will improve their communication and recommendations to faculty.
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Affiliation(s)
- Jochanan Benbassat
- Department of Medicine (retired), Hadassah—Hebrew University Medical Centre, Jerusalem, Israel
- To whom correspondence should be addressed. E-mail:
| | - Reuben Baumal
- Department of Laboratory Medicine and Pathobiology (retired), University of Toronto, Toronto, Ontario, Canada
| | - Robert Cohen
- Center of Medical Education (retired), Hebrew University—Hadassah Faculty of Medicine, Jerusalem, Israel
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Hsieh JG, Yu JH, Wang YW, Wei MH, Chang MC, Wu CC, Chia SL. Health literacy training program for community healthcare providers using hybrid online team-based learning in Taiwan. BMC MEDICAL EDUCATION 2022; 22:576. [PMID: 35897091 PMCID: PMC9327261 DOI: 10.1186/s12909-022-03646-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Accepted: 07/20/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Health literacy (HL) has proven to be a determining factor influencing the health of individuals. Community health providers (CHPs) work on the front line of improving public HL. Increasing their understanding of HL and their ability to incorporate HL into healthcare can reduce obstacles in healthcare services. This study evaluated the effectiveness of an HL training program for CHP by using the hybrid online team-based learning (TBL) model. METHODS A quasi-experimental study and focused group interviews were conducted. We developed a six weeks HL online course for CHPs. The program included teaching videos for pre-class preparation, a 90-min online TBL model, and a case discussion in the last two weeks. Team application activities were designed for each class to enhance knowledge application. A total of 81 CHPs from 20 public health centers took the course and provided complete data for analysis. Learning effectiveness was evaluated based on the familiarity, attitude, and confidence in implementing HL practices, course satisfaction, and participants' learning experiences. RESULTS The comparison showed that the participants' familiarity with HL (4.29 ± 1.76 vs 6.92 ± 1.52, p < .001), attitude (7.39 ± 1.88 vs 8.10 ± 1.44, p = .004), and confidence in implementing HL practices (6.22 ± 1.48 vs 7.61 ± 1.34, p < .001) increased after the course. The average satisfaction with the teaching strategies was 4.06 ± .53 points, the average helpfulness to practice was 4.13 ± .55 points, and the overall feedback on satisfaction with learning was 4.06 ± .58 points (the full score was 5 points). According to the learning experience of the 20 participants in the focus group discussion, the experiences of teaching strategies and the learning experiences of the HL course were summed up into two categories, seven themes, and 13 subthemes. The results showed a positive experience with the hybrid online TBL program. CONCLUSION The use of hybrid online TBL model is a feasible and valid approach for the HL training of CHPs. The result can serve as a reference for the on-the-job training of various healthcare workers.
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Affiliation(s)
- Jyh-Gang Hsieh
- Department of Family Medicine, Hualien Tzu Chi Hospital, Hualien City, Taiwan
- Department of Medical Humanities, School of Medicine, Tzu Chi University, Hualien City, Taiwan
| | - Jui-Hung Yu
- Department of Public Health, Tzu Chi University, Hualien City, Taiwan
| | - Ying-Wei Wang
- Department of Family Medicine, Hualien Tzu Chi Hospital, Hualien City, Taiwan
- Department of Medical Humanities, School of Medicine, Tzu Chi University, Hualien City, Taiwan
| | - Mi-Hsiu Wei
- Department of Communication Studies, Tzu Chi University, Hualien City, Taiwan
| | - Mei-Chuan Chang
- Department of Nursing, College of Medicine, Tzu Chi University, Hualien City, Taiwan
| | - Chao-Chun Wu
- Health Promotion Administration, Ministry of Health and Welfare, Taipei, Taiwan
| | - Shu-Li Chia
- Health Promotion Administration, Ministry of Health and Welfare, Taipei, Taiwan
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Huilaja L, Bur E, Jokelainen J, Sinikumpu SP, Kulmala P. The Effectiveness and Student Perceptions of Peer-Conducted Team-Based Learning Compared to Faculty-Led Teaching in Undergraduate Teaching. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:535-542. [PMID: 35615463 PMCID: PMC9124697 DOI: 10.2147/amep.s358360] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/14/2022] [Accepted: 04/21/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Today's professionals need to be capable of independent information retrieval, teamwork, and lifelong learning. To meet these demands, more active learning methods are needed in university teaching. Team-based learning (TBL) is a learner-centered method which enables activation of students in large classes. OBJECTIVE The aim of this study was to compare a method combining peer teaching and TBL (peer-conducted TBL; pTBL) with faculty-led seminar teaching. More precisely, students' opinions about teaching methods and immediate and long-term learning outcomes were aimed to compare. METHODS A faculty-led design was compared to a pTBL design when teaching pediatric and dermatological allergy in a seminar setting for 5th year medical students. For that purpose, students were randomly split into two learning groups. In a faculty-led seminar (n = 44 students) the instructor first lectured on each subject; then, named students from each group were asked to present clinical cases given to them beforehand and them raising questions were answered. In a pTBL group (n = 50) student's prior knowledge was first tested. Then, randomly selected, pre-prepared students took a tutors role in a seminar and presented clinical case to be solved in groups by all students. Students' performance was equally tested after both sessions and 5-6 months afterwards. Students' opinions were asked by an electronic survey. RESULTS In this study, pTBL was significantly preferred over faculty-led learning (mean grade 8.5 vs 6.5). Those participating in pTBL group studied pre-learning material more actively than those in faculty-led group. However, there was no difference in learning outcomes (immediate or long term) between the groups. CONCLUSION Students prefer teaching method in which they are self in active role. Combining TBL and peer teaching may further increase the accumulation of non-academic skills like expertise and proficiency.
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Affiliation(s)
- Laura Huilaja
- Department of Dermatology and Medical Research Center Oulu, PEDEGO Research Unit, University of Oulu and Oulu University Hospital, Oulu, Finland
| | - Eeva Bur
- Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Jari Jokelainen
- Infrastructure for Population Studies, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Suvi-Päivikki Sinikumpu
- Department of Dermatology and Medical Research Center Oulu, PEDEGO Research Unit, University of Oulu and Oulu University Hospital, Oulu, Finland
| | - Petri Kulmala
- Faculty of Medicine, University of Oulu, Oulu, Finland
- Department of Pediatrics and Medical Research Center Oulu, PEDEGO Research Unit, University of Oulu and Oulu University Hospital, Oulu, Finland
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Bingjie L, Chunyi Y, Haoyan L, Qing C, xuelei M. Impact of Team-Based Learning Versus Lecture-Based Learning on Chinese Radiology Education: A Scoping Review and Meta-Analysis. SAGE OPEN 2022. [DOI: 10.1177/21582440221091724] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
This meta-analysis aimed to evaluate the effectiveness of team-based learning in radiology education. Data sources and selection criteria Databases were searched from inception up to August 2019 and included Pubmed, Medline, Embase, China National Knowledge Infrastructure (CNKI), Chinese Wanfang Database, and Chinese VIP. Randomized trials comparing teaching approaches for medical imaging of which provide the outcomes of theoretical scores and/or practical scores were included. Data were extracted independently by two authors and double-checked for accuracy. Outcomes included knowledge scores and practical scores. We pooled data using random-effects meta-analysis. Twelve trials involving 1,371 participants were included. Team-based learning teaching method had positive impacts on theoretical scores compared with the lecture-based learning or traditional teaching method (SMD = 1.07, 95% CI [0.50, 1.63]) and it positively improved skill scores (SMD = 0.68, 95% CI [0.19, 1.17]). Team-based learning could not only improve theoretical and skill scores in medical imaging courses but also encourage students to learn by themselves. Participants believed team-based learning raised their learning interest, team cooperation ability, and interpersonal communication skills. The heterogeneity of the included studies must be noticed and large well-designed and well-conducted trials are urgently needed.
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Affiliation(s)
- Li Bingjie
- West China School of Medicine, Sichuan University, Chengdu, Sichuan, China
| | - Yan Chunyi
- West China School of Medicine, Sichuan University, Chengdu, Sichuan, China
| | - Liang Haoyan
- West China School of Medicine, Sichuan University, Chengdu, Sichuan, China
| | - Chen Qing
- West China School of Medicine, Sichuan University, Chengdu, Sichuan, China
| | - Ma xuelei
- Department of Biotherapy, State Key Laboratory of Biotherapy, Cancer Center, West China Hospital, Sichuan University, Chengdu, China
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Burgess AW, Luscombe GM, Ramsey‐Stewart G. An intensive anatomy by whole‐body dissection elective: a longitudinal study. Clin Anat 2022; 35:550-559. [PMID: 35368123 PMCID: PMC9320849 DOI: 10.1002/ca.23861] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Revised: 03/22/2022] [Accepted: 03/22/2022] [Indexed: 12/02/2022]
Abstract
Whole body dissection, once a long‐held method of learning and teaching in anatomy medical education, has largely been replaced by cost and time‐reduced methods of teaching. This paper reports on a longitudinal study of student knowledge acquisition and retention, following six annual intensive eight‐week elective anatomy by whole body dissection (AWBD) courses implemented between 2010 and 2015, utilizing a modified team‐based learning (TBL) pedagogy. A total of 160 students completed the intensive full‐time courses. During each course, students, in groups of five or six, completed the dissection of a whole cadaver. Students were assessed by a standardized practical test involving the accurate identification of 20 different tagged anatomical structures. All students (n = 160) completed pre‐course and end‐course individual assessments. Seventy students were assessed again 1 month after the course ended. A further 71 students were assessed 7 months later. A marked increase in topographical relational anatomical knowledge was demonstrated. The median pre‐course score was 9/20 (interquartile range 5). The median end‐course score was 19/20 (IQR 2), a statistically significant increase (p < 0.001). The assessments for the 70 students reassessed 1 month after the course ended showed no significant statistical change. The assessments for the further 71 students assessed 7 months later also showed no significant statistical change. The results of this study demonstrate that AWBD, provides significant acquisition and maintenance of three‐dimensional regional relational anatomical knowledge. As an elective, AWBD has a place in the medical curricula, particularly for students interested in a surgical or procedural based specialty career.
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Affiliation(s)
- Annette W. Burgess
- The University of Sydney, Faculty of Medicine and Health, Sydney Medical School Sydney New South Wales Australia
| | - Georgina M. Luscombe
- The University of Sydney, Faculty of Medicine and Health, Sydney Medical School Sydney New South Wales Australia
| | - George Ramsey‐Stewart
- The University of Sydney, Faculty of Medicine and Health, Sydney Medical School Sydney New South Wales Australia
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Grijpma JW, Mak‐van der Vossen M, Kusurkar RA, Meeter M, de la Croix A. Medical student engagement in small-group active learning: A stimulated recall study. MEDICAL EDUCATION 2022; 56:432-443. [PMID: 34888913 PMCID: PMC9300194 DOI: 10.1111/medu.14710] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Revised: 11/25/2021] [Accepted: 11/30/2021] [Indexed: 05/30/2023]
Abstract
BACKGROUND Active learning relies on students' engagement with teachers, study materials and/or each other. Although medical education has adopted active learning as a core component of medical training, teachers have difficulties recognising when and why their students engage or disengage and how to teach in ways that optimise engagement. With a better understanding of the dynamics of student engagement in small-group active learning settings, teachers could be facilitated in effectively engaging their students. METHODS We conducted a video-stimulated recall study to explore medical students' engagement during small-group learning activities. We recorded one teaching session of two different groups and selected critical moments of apparent (dis)engagement. These moments served as prompts for the 15 individual semi-structured interviews we held. Interview data were analysed using Template Analysis style of thematic analysis. To guide the analysis, we used a framework that describes student engagement as a dynamic and multidimensional concept, consisting of behavioural, cognitive and emotional components. RESULTS The analysis uncovered three main findings: (1) In-class student engagement followed a spiral-like pattern. Once students were engaged or disengaged on one dimension, other dimensions were likely to follow suit. (2) Students' willingness to engage in class was decided before class, depending on their perception of a number of personal, social and educational antecedents of engagement. (3) Distinguishing engagement from disengagement appeared to be difficult for teachers, because the intention behind student behaviour was not always identifiable. DISCUSSION This study adds to the literature by illuminating the dynamic process of student engagement and explaining the difficulty of recognising and influencing this process in practice. Based on the importance of discerning the intentions behind student behaviour, we advise teachers to use their observations of student (dis)engagement to initiate interaction with students with open and inviting prompts. This can help teachers to (re-)engage students in their classrooms.
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Affiliation(s)
- Jan Willem Grijpma
- Faculty of Medicine, Research in EducationAmsterdam UMC, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
- Faculty of Behavioural and Movement SciencesLEARN! Academy, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
- LEARN! research institute for learning and educationFaculty of Psychology and Education, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
| | - Marianne Mak‐van der Vossen
- Department of General Practice/GP specialist training AMC, Amsterdam UMCUniversity of AmsterdamThe Netherlands
| | - Rashmi A. Kusurkar
- Faculty of Medicine, Research in EducationAmsterdam UMC, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
- LEARN! research institute for learning and educationFaculty of Psychology and Education, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
| | - Martijn Meeter
- LEARN! research institute for learning and educationFaculty of Psychology and Education, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
| | - Anne de la Croix
- Faculty of Medicine, Research in EducationAmsterdam UMC, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
- LEARN! research institute for learning and educationFaculty of Psychology and Education, Vrije Universiteit AmsterdamAmsterdamThe Netherlands
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Shrivastava SR, Shrivastava PS. Team-Based Learning in Medical Colleges: Need, Scope, and the Potential Factors for Successful Implementation. IBNOSINA JOURNAL OF MEDICINE AND BIOMEDICAL SCIENCES 2022. [DOI: 10.1055/s-0042-1750083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
AbstractOwing to the rapid advancements in the field of medicine, it is a major challenge for the medical educators to prepare the medical students to be ready and competent in their future clinical practice. It is a must that the medical students should not only be knowledgeable and skilled but also acquire the trait of being a lifelong learner. The adoption of team-based learning is an effective teaching-learning strategy to prepare the medical students for all the above roles, as it envisages working in teams to resolve the clinical-practice-related issues. In conclusion, team-based learning is an effective teaching-learning method that advocates practical application of the learned knowledge and encourages teamwork for the resolution of medical problems. However, successful implementation of team-based learning in a medical college is dependent upon the support from administrators, faculty members, and active participation of the medical students.
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Affiliation(s)
- Saurabh R. Shrivastava
- Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College &
Research Institute, Sri Balaji Vidyapeeth (SBV) - Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
| | - Prateek S. Shrivastava
- Department of Community Medicine, Shri Sathya Sai Medical College & Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
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Anas S, Kyrou I, Rand-Weaver M, Karteris E. The effect of online and in-person team-based learning (TBL) on undergraduate endocrinology teaching during COVID-19 pandemic. BMC MEDICAL EDUCATION 2022; 22:120. [PMID: 35193577 PMCID: PMC8863392 DOI: 10.1186/s12909-022-03173-5] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Accepted: 02/11/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Team-based learning (TBL) combines active and collaborative learning, while incorporating aspects of the flipped classroom approach and problem-based learning. The COVID-19 pandemic presented certain challenges in the delivery of TBL in class. In this study, we investigated the impact of TBL on the academic performance of final year Biomedical Sciences' undergraduate students in the context of an "Endocrine Disorders" study block. We did so by comparing the classical in-person approach and online delivery due to the COVID-19 pandemic. METHODS A non-compulsory TBL session was introduced to the curriculum of this block, which followed the traditional 2-h lecture delivery. Comparative analysis was performed for the exam and coursework performance of students who attended the TBL sessions (online and in-person) and those that did not. RESULTS Both cohorts of students who attended either in-person (n = 66) or online TBL sessions (n = 109) performed significantly better in their exams (p < 0.05) and a related coursework (p < 0.001 and p < 0.05, respectively) when compared to those that did not attend. For both these cohorts the exam mark distribution was much narrower compared to those that did not attend the TBL sessions where the majority of fails and "no shows" were recorded. CONCLUSIONS Online and in-person TBL, can successfully supplement traditional lecture-based teaching and enhance the learning/performance, for complex medical subjects/topics. Our findings demonstrate that it is possible to deliver these sessions online with demonstrable benefit for students suggesting that there is greater flexibility in the use of TBL in higher education.
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Affiliation(s)
- Shafeena Anas
- College of Health, Medicine and Life Sciences, Brunel University London, Uxbridge, UB8 3PH, UK
| | - Ioannis Kyrou
- Warwickshire Institute for the Study of Diabetes, Endocrinology and Metabolism (WISDEM), University Hospitals Coventry and Warwickshire NHS Trust, Coventry, CV2 2DX, UK
- Centre for Sport, Exercise and Life Sciences, Research Institute for Health & Wellbeing, Coventry University, Coventry, CV1 5FB, UK
- Aston Medical Research Institute, Aston Medical School, College of Health and Life Sciences, Aston University, Birmingham, B4 7ET, UK
- Warwick Medical School, University of Warwick, Coventry, CV4 7AL, UK
| | - Mariann Rand-Weaver
- College of Health, Medicine and Life Sciences, Brunel University London, Uxbridge, UB8 3PH, UK.
| | - Emmanouil Karteris
- College of Health, Medicine and Life Sciences, Brunel University London, Uxbridge, UB8 3PH, UK.
- Division of Thoracic Surgery, The Royal Brompton & Harefield NHS Foundation Trust, Harefield Hospital, London, UB9 6JH, UK.
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James M, Baptista AMT, Barnabas D, Sadza A, Smith S, Usmani O, John C. Collaborative case-based learning with programmatic team-based assessment: a novel methodology for developing advanced skills in early-years medical students. BMC MEDICAL EDUCATION 2022; 22:81. [PMID: 35125094 PMCID: PMC8818362 DOI: 10.1186/s12909-022-03111-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2021] [Accepted: 01/06/2022] [Indexed: 06/10/2023]
Abstract
BACKGROUND Imperial College London launched a new, spiral undergraduate medical curriculum in September 2019. Clinical & Scientific Integrative cases (CSI) is an innovative, flagship module, which uses pioneering methodology to provide early-years learning that [1] is patient-centred, [2] integrates clinical and scientific curriculum content, [3] develops advanced team-work skills and [4] provides engaging, student-driven learning. These aims are designed to produce medical graduates equipped to excel in a modern healthcare environment. METHODS CSI has adopted a novel educational approach which utilises contemporary digital resources to deliver a collaborative case-based learning (CBL) component, paired with a team-based learning (TBL) component that incorporates both learning and programmatic assessment. This paper serves to explore how first-year students experienced CSI in relation to its key aims, drawing upon quantitative and qualitative data from feedback surveys from CSI's inaugural year. It provides a description and analysis of the module's design, delivery, successes and challenges. RESULTS Our findings indicate that CSI has been extremely well-received and that the majority of students agree that it met its aims. Survey outputs indicate success in integrating multiple elements of the curriculum, developing an early holistic approach towards patients, expediting the development of important team-working skills, and delivering authentic and challenging clinical problems, which our students found highly relevant. Challenges have included supporting students to adapt to a student-driven, deep learning approach. CONCLUSIONS First-year students appear to have adopted a patient-centred outlook, the ability to integrate knowledge from across the curriculum, an appreciation for other team members and the self-efficacy to collaboratively tackle challenging, authentic clinical problems. Ultimately, CSI's innovative design is attractive and pertinent to the needs of modern medical students and ultimately, future doctors.
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Affiliation(s)
- Mariel James
- Faculty of Medicine, Imperial College School of Medicine , Hammersmith Campus, Room 6N5c, Commonwealth Building, W12 0NN, London, UK
| | - Ana Madeira Teixeira Baptista
- Faculty of Medicine, Imperial College School of Medicine , Hammersmith Campus, Room 6N5c, Commonwealth Building, W12 0NN, London, UK
| | - Deepak Barnabas
- Faculty of Medicine, Imperial College School of Medicine , Hammersmith Campus, Room 6N5c, Commonwealth Building, W12 0NN, London, UK
| | - Agata Sadza
- Faculty of Medicine, Imperial College School of Medicine , Hammersmith Campus, Room 6N5c, Commonwealth Building, W12 0NN, London, UK
| | - Susan Smith
- Faculty of Medicine, Imperial College School of Medicine , Hammersmith Campus, Room 6N5c, Commonwealth Building, W12 0NN, London, UK
| | - Omar Usmani
- Faculty of Medicine, Imperial College School of Medicine , Hammersmith Campus, Room 6N5c, Commonwealth Building, W12 0NN, London, UK
| | - Chris John
- Faculty of Medicine, Imperial College School of Medicine , Hammersmith Campus, Room 6N5c, Commonwealth Building, W12 0NN, London, UK.
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Seet HAA, Tan E, Rajalingam P. Effect of Seating Arrangement on Class Engagement in Team-based Learning: a Quasi-Experimental Study. MEDICAL SCIENCE EDUCATOR 2022; 32:229-237. [PMID: 35154899 PMCID: PMC8814094 DOI: 10.1007/s40670-021-01469-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/05/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION This study investigated the effects of seating distance and orientation on engagement in novice and experienced learners in a large classroom explicitly designed for team-based learning (TBL). Learning what affects TBL engagement may improve its implementation. METHODS Participants were novice first-year and experienced second-year undergraduate medical students in Singapore (male = 103, female = 57). Their age ranged from 18 to 23 (M = 19.5, SD = 1.06). This quasi-experimental study considered two factors. Firstly, the distance from the teams' table to the tutor's table. Secondly, students' orientation at each table, with either their front or back facing the tutor. Engagement was measured using two instruments, Situational Cognitive Engagement Measure and Classroom Engagement Survey at two TBL sessions - before and after swapping seating arrangements. RESULTS For experienced students, seating distance did not significantly affect engagement (p = 0.08-0.89). Novice student's engagement levels decreased significantly for those who moved further; M = 3.30 to 2.98 (p = 0.009-0.023). However, overall engagement also decreased post-swap regardless of direction moved; M = 3.26 to 3.00 (p = 0.004). For both cohorts, seating orientation did not significantly affect engagement (p = 0.07-0.62). Those unaffected by seating arrangement commended the classroom's design, such as screens all around and quality audio-visual system. Novice students exhibited a stronger preference to sit nearer to the tutor than experienced students. Both groups preferred sitting with their front-facing the tutor. DISCUSSION Within specially designed TBL classrooms, seating distance and orientation did not significantly affect engagement. Technologically enhanced team-centric spaces provide a favourable environment for TBL, though students' preferences for seats may change with more TBL experience. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01469-7.
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Affiliation(s)
- Hong An Andrew Seet
- Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Novena Campus, 308232 Singapore
| | - Emmanuel Tan
- Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Novena Campus, 308232 Singapore
| | - Preman Rajalingam
- Lee Kong Chian School of Medicine, Nanyang Technological University, 11 Mandalay Road, Novena Campus, 308232 Singapore
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Team-Based Learning in Prosthodontics Courses: Students’ Satisfaction. Int J Dent 2022; 2022:4546381. [PMID: 35096066 PMCID: PMC8794685 DOI: 10.1155/2022/4546381] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2021] [Revised: 12/23/2021] [Accepted: 12/30/2021] [Indexed: 11/17/2022] Open
Abstract
The goal of this cross-sectional observational study was to assess dental students’ satisfaction regarding team-based learning (TBL) methodology in prosthodontics courses taught at College of Dentistry, Princess Nourah bint Abdulrahman University, Saudi Arabia. Undergraduate dental students at second, third, fourth, and fifth years were taught prosthodontics courses through traditional and TBL pedagogies. TBL sessions consisted of preparation, readiness assurance, and application. At the end of each prosthodontics course, the students were asked to complete a self-administered questionnaire that was divided into four sections to assess the effect of TBL on the following parameters: information acquisition, interpersonal skills improvement, classroom environment, and the students-instructors interaction. The responses of the questionnaire followed the Likert scoring method (scaled from 1 to 5). The t-test and ANOVA statistical analyses were performed using SPSS. Results. The response rate to the questionnaire was 86%. There were a significant relationship and correlation between TBL pedagogy and student satisfaction (
values ≤ 0.05) for all levels. The means of the responses for the second and fifth years were 4.36 and 4.56, respectively, where the means for the third and fourth years were 3.54 and 3.59, respectively. The parameter notably affected by TBL was interpersonal skills enhancement. All students strongly agreed that TBL enhances personal flexibility and boosts their self-esteem. Conclusion. Students showed positive perceptions about TBL pedagogy in terms of active engagement, knowledge acquisition, and improvement of interpersonal skills leading to more efficient learning outcome.
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Khamphaya T, Pouyfung P, Yimthiang S. Enhancing Toxicology Achievement by the VARK and the GRSLSS-mixed Models in Team-Based Learning. Front Public Health 2022; 9:732550. [PMID: 35118035 PMCID: PMC8804276 DOI: 10.3389/fpubh.2021.732550] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Accepted: 12/17/2021] [Indexed: 11/29/2022] Open
Abstract
Toxicology is needed to implement in the occupational health and safety (OHS) curriculum. Teaching toxicology is very challenging as its multidisciplinary science. Keeping students engaged in learning is a difficult issue when introducing solely theoretical framework. To enhance student performance, educators need to be aware of different learning styles and teach students accordingly. This study aimed to examine preferred learning styles and to further investigate the impact of learning style on team allocation and the effectiveness of team-based learning (TBL) in toxicology. A cross-sectional study of OHS students was performed. The visual, aural, reading/writing, and kinesthetic (VARK) learning style questionnaire and the Grasha–Reichmann Student Learning Styles Scale (GRSLSS), which identifies independent, dependent, collaborative, participant, competitive, and avoidant learning styles, were used with 101 study participants. After classification, participants studied three aspects of toxicology in three respective situations: (i) individual learning, (ii) TBL with students of the same VARK learning style, and (iii) TBL with students of varying VARK learning styles. Afterward, participants wrote a test on each of the aspects. The dominant VARK and GRSLSS learning styles were reading/writing (33.33%) and collaborative (50.00%), respectively. The participants achieved the highest test scores (88.31%) when they studied in a team with the various VARK styles, followed by studying in a team with the same VARK style (83.43%). Individual learning produced the lowest average score (69.79%). The results of this study suggest that creating a successful heterogeneity team based on the preferred learning styles is an effective teaching method in toxicology. It might be useful to toxicology educators and research studies from a wide range of disciplines to enhance student performance.
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Oudbier J, Spaai G, Timmermans K, Boerboom T. Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review. BMC MEDICAL EDUCATION 2022; 22:34. [PMID: 35022002 PMCID: PMC8753844 DOI: 10.1186/s12909-021-03052-5] [Citation(s) in RCA: 26] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 11/30/2021] [Indexed: 05/27/2023]
Abstract
BACKGROUND In a flipped classroom, students acquire knowledge before class and deepen and apply this knowledge during class. This way, lower-order learning goals are achieved before class and higher-order skills are reached during class. This study aims to provide an overview of the factors that contribute to the effectiveness of the flipped classroom and how these factors can be stimulated. The effectiveness of the flipped classroom is conceptualized in this study as test scores, the achievement of higher learning goals, and student perceptions. METHODS A state-of-the-art review was conducted. The databases MEDLINE, PsycINFO, PubMed, Web of Science, and Scopus were consulted. The timeframe is 2016 till 2020. The studies were qualitatively analyzed according to the grounded theory method. RESULTS After screening the studies based on the inclusion-and exclusion criteria, 88 studies were included in this review. The qualitative analysis of these studies revealed six main factors that affect the effectiveness of the flipped classroom: student characteristics, teacher characteristics, implementation, task characteristics, out-of-class activities, and in-class activities. Mediating factors are, amongst other factors, the learner's level of self-regulated learning, teacher's role and motivation, assessment approach, and guidance during self-study by means of prompts or feedback. These factors can be positively stimulated by structuring the learning process and focusing the teacher training on competencies and learning-and teaching approaches that are essential for the flipped classroom. CONCLUSION This paper provides insight into the factors that contribute to the effectiveness of the flipped classroom and how these factors could be stimulated. In order to stimulate the effectiveness of the flipped classroom, the positively and negatively affecting factors and mediating factors should be taken into account in the design of the flipped classroom. The interventions mentioned in this paper could also be used to enhance the effectiveness.
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Affiliation(s)
- Janique Oudbier
- Amsterdam UMC, AMC-University of Amsterdam, Amsterdam, the Netherlands.
| | - Gerard Spaai
- Amsterdam UMC, AMC-University of Amsterdam, Amsterdam, the Netherlands
| | | | - Tobias Boerboom
- Amsterdam UMC, AMC-University of Amsterdam, Amsterdam, the Netherlands
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Burgess AW, McGregor DM. Use of Established Guidelines When Reporting on Interprofessional Team-Based Learning in Health Professions Student Education: A Systematic Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:143-151. [PMID: 34432715 DOI: 10.1097/acm.0000000000004372] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PURPOSE Team-based learning (TBL) has gained popularity across the health professions, including in interprofessional contexts. The authors conducted this systematic review to summarize the published evidence regarding the extent, design, and practice of interprofessional TBL within health professions (including medical) degree programs to inform interprofessional education (IPE) educators and curricula designers. METHOD In June 2020, the authors searched PubMed Central, CINAHL, Web of Science, and ERIC for original research articles describing TBL programs with student representation from multiple health professions degree programs that were published between January 2010 and June 2020. Included articles underwent data extraction for study characteristics (e.g., country of origin, topics covered, class descriptors) and the 7 core design elements of TBL: team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the 4 Ss (significant problem, same problem, specific choice, and simultaneous reporting), incentive structure, and peer review. RESULTS Twelve articles were included. Significant variability was noted in the application and reporting of the 7 core design elements of TBL, which highlighted challenges to the implementation of interprofessional TBL. CONCLUSIONS Although the structured format of TBL provides a suitable pedagogy for IPE, this review identified challenges associated with the effective integration of IPE into TBL, including: the unequal distribution of students to teams as a result of there being multiple disciplines from different programs; varied levels of student experience with the pedagogy of TBL; a lack of resources required for large groups of students; timetabling requirements for multiple disciplines from different programs; inability to provide more than 1 TBL session; design of patient cases that suit multiple disciplines; alignment of topics within the curricula of multiple disciplines, programs, and universities; inequities in grading for different students within the same TBL program; and limited opportunity for peer review.
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Affiliation(s)
- Annette W Burgess
- A.W. Burgess is associate professor, Medical Education, Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Deborah M McGregor
- D.M. McGregor is implementation manager, Faculty of Science, Medicine and Health, University of Wollongong, Wollongong, New South Wales, Australia
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Alotaibi AA, Cordero MAW. Assessing Medical Students' Knowledge of Genetics: Basis for Improving Genetics Curriculum for Future Clinical Practice. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1521-1530. [PMID: 35002351 PMCID: PMC8722570 DOI: 10.2147/amep.s337756] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/11/2021] [Accepted: 12/06/2021] [Indexed: 06/14/2023]
Abstract
PURPOSE The knowledge of genetics among medical students was assessed to identify and analyze gaps that serve as bases for the revision of the current genetics curriculum of the (Bachelor of Medicine, Bachelor of Surgery) MBBS Program of the College of Medicine at Princess Nourah bint Abdulrahman University (PNU). METHODS A 65-item multiple-choice (MCQs) test in Genetics was administered to 71 second and fourth-year medical students to assess their knowledge in Genetics. MCQs were validated and tested for their reliability. Self-assessment of students' genetics knowledge was also determined by asking them whether their knowledge in genetics is sufficient or not sufficient for their future clinical practice. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 20. RESULTS Forty-one second-year and thirty fourth-year medical students took the Genetic test. Exam results showed insufficient knowledge of Genetics, with 43.85% among the students answering the exam correctly. In self-assessment, the majority (83.3% to 87.8%) of the respondents considered their knowledge of genetics insufficient for future clinical practice. A higher knowledge level of basic genetics compared with clinically related genetics concepts was observed. Generally, second-year students significantly scored higher in molecular and cytogenetics (P=0.012), principles of genetic transmission (P=0.022), and inheritance of genetic diseases (P=0.024), compared with the fourth-year medical students who only scored higher in items related to cancer genetics (P=0.022). CONCLUSION Medical students' genetics knowledge is insufficient, especially on clinically oriented concepts like genetic testing and genetic counseling and should be strengthened for future clinical practice. The fourth-year medical students do not retain the knowledge of genetics; thus, integrating medical genetics in clinical years is imperative.
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Affiliation(s)
- Amal A Alotaibi
- Basic Science Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 11671, Kingdom of Saudi Arabia
| | - Mary Anne W Cordero
- Basic Science Department, College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, 11671, Kingdom of Saudi Arabia
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Ong KY, Ng CWQ, Tan NCK, Tan K. Differential effects of team-based learning on clinical reasoning. CLINICAL TEACHER 2021; 19:17-23. [PMID: 34747568 DOI: 10.1111/tct.13436] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2021] [Revised: 09/06/2021] [Accepted: 10/22/2021] [Indexed: 11/26/2022]
Abstract
BACKGROUND Clinical reasoning (CR) is the ability to integrate information, knowledge and contextual factors for patient care. Few studies have explored effects of team-based learning (TBL) on neurological CR. This study compared simplified TBL (sTBL) against interactive lectures (IL) for teaching CR in neuroanatomical localisation (NL) and neurological emergencies (NE), assessed using a validated Script Concordance Test (SCT). METHODS A crossover study was conducted with third- and fifth-year undergraduates, randomly assigned to two groups, from the Yong Loo Lin School of Medicine in Singapore. Group 1 was taught NE with sTBL and NL with IL, whereas Group 2 was taught NL with sTBL and NE with IL. Teaching was conducted sequentially over 3 h followed immediately by the SCT. The primary outcome was the difference in mean SCT scores of NE and NL taught with sTBL versus IL. FINDINGS A total of 179 students (Group 1, n = 81; Group 2, n = 98) participated. Mean NL SCT scores for students taught with sTBL were significantly higher compared with IL (64.8% vs. 61.7%, mean difference 3.1%, 95% confidence interval [CI] 0.6%-5.5%, p = 0.013); effect size was 0.38. Mean NE SCT scores were similar between students taught with sTBL or IL (66.6% vs. 67.0%, mean difference -0.4%, 95% CI -2.2% to 3.1%, p = 0.75). CONCLUSIONS sTBL was superior to IL for teaching NL, whereas both methods were comparable for teaching NE. TBL may be suitable for teaching more complex neurological topics involving diagnostic reasoning through development of problem representation, hypothesis generation and illness script selection.
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Affiliation(s)
| | - Cherie W Q Ng
- Department of Diagnostic Imaging, National University Health System, Singapore
| | - Nigel C K Tan
- Office of Neurological Education, Department of Neurology, National Neuroscience Institute, Singapore
| | - Kevin Tan
- Office of Neurological Education, Department of Neurology, National Neuroscience Institute, Singapore
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48
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Bootstrapping implementation research training: A successful approach for academic health centers. J Clin Transl Sci 2021; 5:e168. [PMID: 34733544 PMCID: PMC8532185 DOI: 10.1017/cts.2021.827] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 07/06/2021] [Accepted: 07/20/2021] [Indexed: 12/19/2022] Open
Abstract
Demand for building competencies in implementation research (IR) outstrips supply of training programs, calling for a paradigm shift. We used a bootstrap approach to leverage external resources and create IR capacity through a novel 2-day training for faculty scientists across the four Texas Clinical & Translational Science Awards (CTSAs). The Workshop combined internal and external expertise, targeted nationally established IR competencies, incorporated new National Institutes of Health/National Cancer Institute OpenAccess online resources, employed well-known adult education principles, and measured impact. CTSA leader buy-in was reflected in financial support. Evaluation showed increased self-reported IR competency; statewide initiatives expanded. The project demonstrated that, even with limited onsite expertise, it was possible to bootstrap resources and build IR capacity de novo in the CTSA community.
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Yeh TP, Chang SM, Ho YF, Ma WF. Online Team-Based Learning Teaching Strategy for Developing Caring Competencies in Nursing Students under COVID-19 Pandemic Restrictions. Healthcare (Basel) 2021; 9:1510. [PMID: 34828559 PMCID: PMC8617777 DOI: 10.3390/healthcare9111510] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Revised: 10/28/2021] [Accepted: 11/02/2021] [Indexed: 11/28/2022] Open
Abstract
(1) Background: The COVID-19 pandemic impacted education systems globally, and numerous strategies were used to transform education into online learning. Caring is recognized as a core competency in nursing; this competency is difficult to cultivate and measure. This study aimed to explore the effect of online team-based learning (TBL) on cultivating nursing students' caring competency. (2) Method: A mix-methods study design with convenience sampling was used for this study. The intervention was online TBL with field observation. Quantitative data were collected by the modified Peer Caring Measurement (PCM) and analyzed using descriptive and inferential statistics. Qualitative data were collected by dialog in social media and analyzed by content analysis. (3) Result: Both the quantitative and qualitative data showed a significant increase in caring competency. A paired t-test of modified PCM showed significant improvement (p < 0.001), and female students had greater learning performances compared with male students in academic and affective dimensions. Three themes emerged, including that online TBL possesses remarkable benefits, students felt in charge of their learning, and changes in the students' caring competency were revealed. (4) Conclusion: This online TBL strategy works well in teaching and fostering caring in an online environment among nursing students, which is necessary under COVID-19 restrictions.
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Affiliation(s)
- Tzu-Pei Yeh
- School of Nursing, China Medical University, Taichung 406040, Taiwan; (T.-P.Y.); (S.-M.C.); (Y.-F.H.)
- Nursing Department, China Medical University Hospital, Taichung 404332, Taiwan
| | - Shan-Mei Chang
- School of Nursing, China Medical University, Taichung 406040, Taiwan; (T.-P.Y.); (S.-M.C.); (Y.-F.H.)
- Nursing Department, China Medical University Hospital, Taichung 404332, Taiwan
| | - Ya-Fang Ho
- School of Nursing, China Medical University, Taichung 406040, Taiwan; (T.-P.Y.); (S.-M.C.); (Y.-F.H.)
- Nursing Department, China Medical University Hospital, Taichung 404332, Taiwan
| | - Wei-Fen Ma
- School of Nursing, China Medical University, Taichung 406040, Taiwan; (T.-P.Y.); (S.-M.C.); (Y.-F.H.)
- Nursing Department, China Medical University Hospital, Taichung 404332, Taiwan
- PhD Program for Health Science and Industry, College of Health Care, China Medical University, Taichung 406404, Taiwan
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50
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Prosocial motivation leads to better learning when mastery motivation is high: The synergistic effects of prosocial and mastery goals. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02331-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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