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Aboregela AM, Sonpol HM, Metwally AS, El-Ashkar AM, Hashish AA, Mohammed OA, Elnahriry TA, Senbel A, Alghamdi M. Medical students' perception and academic performance after team-based and seminar-based learning in human anatomy. J Taibah Univ Med Sci 2022; 18:65-73. [PMID: 36398022 PMCID: PMC9643557 DOI: 10.1016/j.jtumed.2022.08.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 05/21/2022] [Accepted: 08/19/2022] [Indexed: 11/30/2022] Open
Abstract
Objectives Student-centered educational strategies like problem-based learning (PBL), case-based learning (CBL), team-based learning (TBL), and seminars enhance group and self-learning. This study was carried out to evaluate students' achievements in anatomy topics delivered through TBL sessions and seminars and to survey student preferences regarding these two modalities in anatomy learning. Methods TBL was conducted through individual readiness assurance tests (IRATs), group readiness assurance tests (GRATs), mini-lectures, and application exercises. Seminars included pretests, peer lecturing, and posttests. The performance of 117 students in three TBL sessions and three seminars was compared after standardizing the questions. The students were second-year (42), third-year (40), and fourth-year (35) students at the College of Medicine, University of Bisha, KSA, during the 2019/2020 academic year. Results A gradual increase in the means of TBL grades was noticed among second-, third-, and four-year students (means ± SD: 68.6 ± 9.56, 82.8 ± 12.25, and 92.7 ± 4.70, respectively), but their seminar grades were nearly stationary (means ± SD: 80.0 ± 9.66, 85.11 ± 10.16, and 85.9 ± 8.80, respectively). Cohen's d-test to check the strength of the relationship between the two activities showed 1.03, 0.16, and 0.74 in the same order. We statistically analyzed perception and preference questionnaire results received from 39, 35, and 28 second-, third-, and four-year students, respectively. The majority of the students selected TBL as their preferred learning modality. However, their acceptance of the seminars was very poor Conclusions It can be concluded that TBL is more beneficial to the students, even in practical sciences like anatomy, most likely because group peer teaching enhances the sense of collegial competition, as opposed to the self-learning nature of seminars, which might suppress the sense of competition.
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Affiliation(s)
- Adel M. Aboregela
- Department of Basic Medical Sciences, College of Medicine, University of Bisha, Bisha, KSA
- Department of Human Anatomy & Embryology, Faculty of Medicine, Zagazig University, Zagazig, Egypt
- Corresponding address: Unit of Anatomy, Department of Basic Medical Sciences, College of Medicine, University of Bisha, P.O. Box 551, Zip Code 61922, 255 Al Nakhil, Bisha 67714, KSA.
| | - Hany M.A. Sonpol
- Department of Basic Medical Sciences, College of Medicine, University of Bisha, Bisha, KSA
- Department of Anatomy & Embryology, Faculty of Medicine, Mansoura University, Mansoura, Egypt
| | - Ashraf S. Metwally
- Department of Basic Medical Sciences, College of Medicine, University of Bisha, Bisha, KSA
- Department of Medical Parasitology, Faculty of Medicine, Zagazig University, Zagazig, Egypt
| | - Ayman M. El-Ashkar
- Department of Basic Medical Sciences, College of Medicine, University of Bisha, Bisha, KSA
- Department of Medical Parasitology, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Abdullah A. Hashish
- Department of Basic Medical Sciences, College of Medicine, University of Bisha, Bisha, KSA
- Department of Clinical Pathology, Faculty of Medicine, Suez Canal University, Ismailiya, Egypt
| | - Osama A. Mohammed
- Department of Clinical Pharmacology, College of Medicine, University of Bisha, Bisha, KSA
- Department of Clinical Pharmacology, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Tarek A. Elnahriry
- Department of Surgery, College of Medicine, University of Bisha, Bisha, KSA
- Department of Otorhinolaryngology, Faculty of Medicine, Suez Canal University, Ismailiya, Egypt
| | - Ahmed Senbel
- Department of Surgery, College of Medicine, University of Bisha, Bisha, KSA
- Department of Surgical Oncology, Faculty of Medicine, Mansoura University, Mansoura, Egypt
| | - Mushabab Alghamdi
- Department of Internal Medicine, College of Medicine, University of Bisha, Bisha, KSA
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Nayak KR, Punja D, Suryavanshi C. Impact of readiness assurance process and faculty feedback on individual application exercises: a model for continuous assessment in physiology. ADVANCES IN PHYSIOLOGY EDUCATION 2020; 44:509-515. [PMID: 32880490 DOI: 10.1152/advan.00065.2020] [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: 06/11/2023]
Abstract
This study is aimed at the implementation of a continuous assessment model in physiology for a large-enrollment classroom with 250 students. The readiness assurance process (RAP) and immediate feedback elements from team-based learning (TBL) methodology were adopted to test their ability to guide students to solve applications exercises individually. Three continuous assessments in physiology (CAPs) were conducted with the RAP to include individual (iRAT) and group readiness assurance tests (gRAT). Immediate feedback was provided with faculty-student discussion (FSD), and the individual application exercises (iAE) were designed to be answered individually. Each CAP was subjected to three types of experimental manipulation in subgroups created out of 250 students. The intervention began with iRAT for all three subgroups. The sequence of iRAT, gRAT, FSD, and iAE varied between subgroups within a CAP. In a cross-over study design, each subgroup of students was subjected to all three intervention types over three CAPs. The subgroup completing iAE after RAP and FSD showed higher scores than the subgroup with RAP alone. One hundred eight-two students (82.35% response rate; 101 women and 81 men) responded to the questionnaire. The majority of students (87.4%) felt that doing iRAT and gRAT at the beginning helped them to solve iAE better. Most of the students (86.8%) responded that they received useful feedback and clarification during the discussion with the teacher after the gRAT. In conclusion, the administration of iRAT first followed by gRAT and immediate feedback from faculty seem to be beneficial to prepare students to tackle application-based exercises.
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Affiliation(s)
- Kirtana Raghurama Nayak
- Department of Physiology, Kasturba Medical College Manipal, Manipal Academy of Higher Education, Manipal, India
- Department of Medical Education, Kasturba Medical College Manipal, Manipal Academy of Higher Education, Manipal, India
| | - Dhiren Punja
- Department of Physiology, Kasturba Medical College Manipal, Manipal Academy of Higher Education, Manipal, India
| | - Chinmay Suryavanshi
- Department of Physiology, Kasturba Medical College Manipal, Manipal Academy of Higher Education, Manipal, India
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