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Burton R, Kellett U, Mansah M, Sriram D. A systematic review of online team based learning approaches in health professional education. NURSE EDUCATION TODAY 2024; 138:106156. [PMID: 38547542 DOI: 10.1016/j.nedt.2024.106156] [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: 04/18/2023] [Revised: 02/21/2024] [Accepted: 03/08/2024] [Indexed: 05/19/2024]
Abstract
AIMS AND OBJECTIVES The purpose of this study was to systematically review studies related to the use of online Team Based Learning (TBL) platforms with a focus on health professional education. The objectives were to identify best practices, highlight what technological platforms are effective for TBL processes and evaluate educational outcomes in terms of student experience, learning and preference. DESIGN A systematic review of published TBL research was undertaken between August and October 2021 and supplemented in September 2022. DATA SOURCES ERIC, PsycINFO, Scopus, Embase, Medline, and Cinahl databases were used. The keywords were identified from researchers' knowledge and PICO/PICo framework. REVIEW METHODS Titles and abstracts were screened individually by two reviewers for eligibility. Data extraction was undertaken by two researchers independently and checked for consistency by discussion between the two. Articles were appraised using the Mixed Methods Appraisal Tool (MMAT). RESULTS Out of 656 articles 14 were involved in the final review. All others were rejected due to duplication, ineligibility, or poor quality. The studies were from a range of countries and focussed on a range of health professionals including nursing. Inconsistencies in approaches for TBL, platforms used and mixed results in terms of outcomes were noted. There was no real consensus other than that TBL was equally as effective if carried out online or face-to-face, with no clear differences to outcomes related to satisfaction in online or traditional TBL approaches. CONCLUSIONS It is recommended that further research is carried out into the outcomes of TBL on learning and experiences of students in health professional courses. The development and appraisal of integrated TBL platforms should be invested in and infrastructure and resources are put in place to support this.
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Affiliation(s)
- Rob Burton
- Northumbria University, Department of Nursing, Midwifery and Health, UK; Griffith University, School of Nursing and Midwifery, Australia.
| | - Ursula Kellett
- Griffith University, School of Nursing and Midwifery, Australia
| | - Martha Mansah
- Griffith University, School of Nursing and Midwifery, Australia
| | - Deepa Sriram
- Griffith University, School of Nursing and Midwifery, Australia
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Gao J, Zheng H, Wu T, Zhu J. Quality assessment of paediatric education and research in southwest China: A cross-sectional study. PLoS One 2024; 19:e0301708. [PMID: 38578757 PMCID: PMC10997152 DOI: 10.1371/journal.pone.0301708] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2023] [Accepted: 03/20/2024] [Indexed: 04/07/2024] Open
Abstract
Currently, there is a limited analysis of medical education research both domestically and internationally. To enhance, improve the quality of medical education, this study conducted a quantitative analysis of teaching project data from an affiliated hospital during the period 2016-2022. The results indicated that a total of 133 teaching projects were initiated during this period, with an average age of project leaders being 42.73±6.45 years. Regarding professional ranks and titles, municipal-level project leaders had a high concentration of seniors (48.15%), while at the university-level, most project leaders held the title of deputy seniors (58.82%). At the university-level, project leaders were mainly distributed between deputy senior titles (37.08%) and intermediate titles (38.20%). In terms of research content, nearly half of the studies (46.62%) focused on teaching methods and models. Further regression analysis revealed that professional ranks and titles were an independent factor influencing the project level (P<0. 05). These findings suggest the need for improvement in medical education research, including addressing the uneven distribution of research topics, enhancing the research capacity of junior and mid-career medical education teachers, and improving the dissemination of research results.
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Affiliation(s)
- Jing Gao
- Children’s Hospital of Chongqing Medical University, Chongqing, China
| | - Haining Zheng
- Children’s Hospital of Chongqing Medical University, Chongqing, China
| | - Tingting Wu
- Chongqing Collaborative Innovation Center for Functional Food, Chongqing University of Education, Chongqing, China
- Department of Food and Nutrition, College of Medical and Life Sciences, Silla University, Busan, South Korea
| | - Jing Zhu
- Ministry of Education Key Laboratory of Child Development and Disorders, Pediatric Research Institute, Children’s Hospital of Chongqing Medical University, Chongqing, China
- China International Science and Technology Cooperation Base of Child Development and Critical Disorders, Chongqing, China
- Chongqing Key Laboratory of Pediatrics, Chongqing, China
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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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Gao X, Yan D, Zhang Y, Ruan X, Kang T, Wang R, Zheng Q, Chen S, Zhai J. Comparison of the impact of team-based learning and lecture-based learning on nursing students' core competencies: A systematic review and meta-analysis. Nurse Educ Pract 2024; 76:103945. [PMID: 38554616 DOI: 10.1016/j.nepr.2024.103945] [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: 11/24/2023] [Revised: 03/03/2024] [Accepted: 03/06/2024] [Indexed: 04/02/2024]
Abstract
AIM This study aims to evaluate the effect of team-based learning on the core competence of nursing students compared with traditional teaching methods. BACKGROUND In recent years, team-based learning has been widely used as a learning and teaching method in the world. Not only the necessary knowledge, skills and attitudes, but also the core competence is necessary to cope with various clinical situations for nursing students. However, the effect of this new teaching method on core competence of nursing students is not consistent. DESIGN The study was designed according to the preferred reporting entries guidelines statement for systematic reviews and meta-analyses and population, intervention, comparison, outcome and study. METHODS Data were collected from PubMed, Embase, Web of Science, ScienceDirect and Scopus. The quality of studies was assessed using "The Newcastle Ottawa scale". A random-effect model of meta-analyses was conducted to generate pooled standardized mean differences (SMD) for core competence using Rev Man 5.4.1 software and STATASE 15. Moreover, subgroup, heterogeneity, sensitivity and publication bias analyses were conducted. RESULTS A total of 14 articles with 1942 participants were included in the meta-analysis. Compared with the traditional pedagogy among nursing students, team-based learning pedagogy significantly increased theoretical performance, professional effects (self-directed learning ability and communication ability) but did not affect practice skills. In addition, one study found that learning attitudes were not improved in students with high or low academic performance. This might mean that the teaching model should be implemented for a long time, which essentially changed students' learning attitudes to improve students' self-directed learning ability and core competence, especially for students with low scores. CONCLUSIONS In summary, findings indicated that team-based learning pedagogical approaches might be beneficial to improve teaching quality in nursing education. However, practice skills might not be sensitive to team-based learning because of the seriation of the original course. Nursing educators need to explore teaching strategies to cultivate high-quality nursing talents to cultivate nursing students with core competence and ensure that they are successfully qualified for new employment.
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Affiliation(s)
- Xin Gao
- Department of Occupational and Environmental Health, School of Public Health, Anhui Medical University, Meishan Rd 81, Hefei, AH 230032, China
| | - Di Yan
- Department of Public Affairs Administration, School of Health Management, Anhui Medical University, Meishan Rd 81, Hefei, AH 230032, China
| | - Ya Zhang
- School of the First Clinical Medicine, Anhui Medical University, Meishan Rd 81, Hefei, AH 230032, China
| | - Xiang Ruan
- School of the First Clinical Medicine, Anhui Medical University, Meishan Rd 81, Hefei, AH 230032, China
| | - Tingyu Kang
- School of the First Clinical Medicine, Anhui Medical University, Meishan Rd 81, Hefei, AH 230032, China
| | - Ruotong Wang
- School of Public Health, Anhui Medical University, Meishan Rd 81, Hefei, AH 230032, China
| | - Qi Zheng
- Department of Occupational and Environmental Health, School of Public Health, Anhui Medical University, Meishan Rd 81, Hefei, AH 230032, China
| | - Siju Chen
- Department of Occupational and Environmental Health, School of Public Health, Anhui Medical University, Meishan Rd 81, Hefei, AH 230032, China
| | - Jinxia Zhai
- Department of Occupational and Environmental Health, School of Public Health, Anhui Medical University, Meishan Rd 81, Hefei, AH 230032, China.
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Zhang W, Jiang M, Zhao W, Li S, Li F, Feng F, Wang Y, Li Y, Liu L. Evaluation of the effectiveness of using flipped classroom in puncture skills teaching. BMC MEDICAL EDUCATION 2024; 24:176. [PMID: 38395791 PMCID: PMC10885647 DOI: 10.1186/s12909-024-05132-8] [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: 07/17/2023] [Accepted: 02/04/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND The effectiveness of flipped classroom (FC) on puncture skills in medical education is still uncertain. This study aimed to assess the role of the FC model in puncture skills and investigate the acceptance and approval of FC among medical students and instructors. METHODS A mixed research approach of quasi-experimental research design and descriptive qualitative research was conducted in September 2022 for one month, using an FC teaching method that combined instructional videos and group learning. The study participants were 71 fifth-year medical students from two classes at a Chinese medical school and four instructors. The medical students were randomly divided into two groups: the traditional classroom (TC) group (Group A) and the FC group (Group B). For teaching, Group B used FC, and Group A used PowerPoint-based TC. The effectiveness of the two teaching models was assessed with Objective Structured Clinical Examination (OSCE), and questionnaires were distributed to the medical students and instructors after the assessment. Two independent sample t-tests were used to analyse the differences in demographic data and the OSCE scores of the two groups of medical students. RESULTS Group B scored higher in puncture skills than Group A, especially regarding abdominal puncture (p = 0.03), thoracentesis (p < 0.001), bone marrow puncture (p < 0.001) and average performance of puncture skills (p < 0.001). For lumbar puncture, no difference in skill scores was observed between groups A and B (p > 0.409). The medical students thought that the FC improved their self-learning ability and helped them acquire knowledge. Regarding the OSCE of their skills, most medical students thought that it was more innovative and objective than traditional examinations and that it was better for assessing their overall abilities. Both the FC and OSCE were supported by the medical students. The instructors were also satisfied with the students' performance in the FC and supported the teaching model, agreeing to continue using it. CONCLUSIONS This study shows that FC teaching that combines instructional videos and group learning is a reliable and well-received teaching method for puncture skills, which supplements and expands existing teaching methods in the medical field.
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Affiliation(s)
- Weihao Zhang
- Department of Gastroenterology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Miao Jiang
- Clinical Skill Training Center, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Wei Zhao
- Department of Gastroenterology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Shuai Li
- Department of Gastroenterology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Fan Li
- Department of Neurology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Feifei Feng
- Department of Respiration, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Yongjing Wang
- Department of Hematology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Yan Li
- Clinical Skill Training Center, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China
| | - Lan Liu
- Department of Gastroenterology, The Second Hospital of Shandong University, Jinan, Shandong, 250033, China.
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Zhang S, Zhu D, Wang X, Liu T, Wang L, Fan X, Gong H. Effects of six teaching strategies on medical students: protocol for a systematic review and network meta-analysis. BMJ Open 2024; 14:e079716. [PMID: 38296281 PMCID: PMC10828868 DOI: 10.1136/bmjopen-2023-079716] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2023] [Accepted: 01/16/2024] [Indexed: 02/03/2024] Open
Abstract
INTRODUCTION Mounting evidence has suggested that novel teaching strategies have a positive impact on the quality and efficiency of medical education. However, the comprehensive evidence about the superiority among various strategies is not clear. To address this issue, we aim to conduct a systematic review and network meta-analysis (NMA) to evaluate the effects of six main strategies on medical education, including case-based learning, problem-based learning, team-based learning, flipped classrooms, simulation-based education and bridge-in, objective, preassessment, participatory learning, postassessment and summary. METHODS AND ANALYSIS A systematic search will be conducted in PubMed, Embase, Web of Science and the Cochrane Library, covering studies published from database inception to November 2023. Randomised controlled trials which evaluated the different teaching methods and meet the eligibility criteria will be included. The effectiveness of medical students' learning, which is evaluated by theoretical test score, experimental or practical test score, will be analysed as the primary outcomes. Besides, the secondary outcomes consist of learning satisfaction of students and formative evaluation score. The study selection and data extraction will be independently performed by two authors. The risk of bias in each study will be assessed using V.2 of the Cochrane risk-of-bias tool for randomised controlled trials. To compare the effects of six teaching strategies, pairwise meta-analysis and NMA will be performed using Rev Man, STATA and R software. Statistical analyses including homogeneity tests, sensitivity analysis, consistency tests, subgroup analysis, Egger's test and publication bias will also be completed. ETHICS AND DISSEMINATION No formal research ethics approval is required because this study is a meta-analysis based on published studies. The results will be disseminated to a peer-reviewed journal for publication. PROTOCOL REGISTRATION NUMBER CRD42023456050.
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Affiliation(s)
- Shuailong Zhang
- Department of Military Cognitive Psychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing 40038, China
- Battalion 2022 of the Cadet Brigade, Third Military Medical University (Army Medical University), Chongqing 40038, China
| | - Dongmei Zhu
- Department of Hospital Infection Control, Chongqing Health Center for Women and Children, Chongqing 401147, China
- Department of Hospital Infection Control, Women and Children's Hospital of Chongqing Medical University, Chongqing 401147, China
| | - Xiaqing Wang
- Department of Military Cognitive Psychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing 40038, China
| | - Tianyao Liu
- Department of Military Cognitive Psychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing 40038, China
| | - Lian Wang
- Department of Military Cognitive Psychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing 40038, China
| | - Xiaotang Fan
- Department of Military Cognitive Psychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing 40038, China
| | - Hong Gong
- Department of Military Cognitive Psychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing 40038, 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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Cai W, You M, Li J, Li Q, Wang D, Wang H. Application of "immersive contextualization based-learning teaching" mode in the orthopaedic musculoskeletal disorder module of clinical medicine education. BMC MEDICAL EDUCATION 2023; 23:906. [PMID: 38031076 PMCID: PMC10687819 DOI: 10.1186/s12909-023-04831-y] [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: 01/06/2023] [Accepted: 11/01/2023] [Indexed: 12/01/2023]
Abstract
OBJECTIVE To evaluate the effect and influence of the "immersive contextualization-based learning" teaching mode (ICBLT) in the orthopaedic musculoskeletal disorder module of clinical medicine education. METHODS Undergraduate students in five consecutive semesters of clinical medicine in West China Hospital, Sichuan University were enrolled in this study. During the teaching process in each semester, a cross-over design was applied, and students were randomly divided into two classes (Class A and Class B) to receive the designated experimental courses with different routes. After they took the final exams, the scores of the selected chapters (sports injury chapter and osteoarthritis chapter) were extracted to conduct Tests of Between-Subjects Effects. Q-Q plot was drawn to test whether the distribution of the scores follows normal distribution. The part of the feedback questionnaires to assess these two teaching modes were also extracted for comparison. RESULTS A total of 441 students were enrolled in this study, among which, Class A teaching route was implemented to 222 students and Class B to the rest 219. The results of Tests of Between-Subjects Effects showed that ICBLT mode could lead to better scores compared to the Lecturing-based learning teaching (LBLT) mode (p < 0.0001). In terms of mastery of practical skills, help to deepen the memory of knowledge and satisfaction with the teaching mode, the ICBLT mode showed better results (p < 0.0001). CONCLUSION ICBLT mode had better potential in helping mastery of practical skills and deepening the memory of knowledge.
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Affiliation(s)
- Wufeng Cai
- Department of Orthopedics, West China Hospital, Orthopedic Research Institute, Sichuan University, Chengdu, China
- Department of Engineering, University of Exeter, Exeter, England
| | - Mingke You
- Department of Orthopedics, West China Hospital, Orthopedic Research Institute, Sichuan University, Chengdu, China
| | - Jian Li
- Department of Orthopedics, West China Hospital, Orthopedic Research Institute, Sichuan University, Chengdu, China.
| | - Qi Li
- Department of Orthopedics, West China Hospital, Orthopedic Research Institute, Sichuan University, Chengdu, China
| | - Duan Wang
- Department of Orthopedics, West China Hospital, Orthopedic Research Institute, Sichuan University, Chengdu, China.
| | - Haoyang Wang
- Department of Orthopedics, West China Hospital, Orthopedic Research Institute, Sichuan University, Chengdu, China.
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Song E, Issenberg SB, Roh YS. Effects of Prebriefing Using Online Team-Based Learning in Advanced Life Support Education for Nurses. Comput Inform Nurs 2023; 41:909-914. [PMID: 37580050 DOI: 10.1097/cin.0000000000001056] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/16/2023]
Abstract
An effective prebriefing strategy is needed that can improve the learning outcomes of nurses in advanced life support education. This study aimed to identify the effects of prebriefing with online team-based learning on hospital nurses' knowledge, performance, and self-efficacy in advanced life support education. A nonequivalent control group pretest-posttest design was adopted. Nurses in the experimental group (n = 26) participated in prebriefing using online team-based learning followed by self-directed learning, whereas nurses in the control group (n = 27) experienced only self-directed learning before advanced life support education. Wilcoxon signed-ranks tests were used to identify the posttest-pretest differences of the study variables in each group. Both groups showed improved knowledge, individual performance, and self-efficacy after the education. Nurses in the experimental group reported higher self-efficacy scores compared with those in the control group. There were no differences between the experimental and control groups in knowledge, individual performances, or team performance. Online team-based learning as a prebriefing modality resulted in greater improvements in self-efficacy in advanced life support education.
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Affiliation(s)
- Eunkyoung Song
- Author Affiliations: Seoul Metropolitan Government Seoul National University Boramae Medical Center, Republic of Korea (Ms Song); University of Miami Miller School of Medicine, FL (Dr Issenberg); Red Cross College of Nursing, Chung-Ang University, Seoul, Republic of Korea (Dr Roh)
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Iida R, Tanaka M, Torigoe M, Inaba S, Wakana N, Homma K, Fukuyama N. Team-based Learning Impact: A Comparative Study of Student and Faculty Facilitators. EDUCATION FOR HEALTH (ABINGDON, ENGLAND) 2023; 36:143-146. [PMID: 38133131 DOI: 10.4103/efh.efh_191_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2023] [Accepted: 09/25/2023] [Indexed: 12/23/2023]
Abstract
BACKGROUND Team-based learning (TBL) refers to the application of an active-learning method that has gained popularity across all health-care disciplines. This study aimed to assess nutrition students' perceptions of the roles of student versus faculty facilitators. METHODS Participants in the study included, 117 2nd-year nutrition students registered in the "Introduction to Medicine" course in the 2022 academic year at a Japanese university. The first TBL session was faculty-led, whereas three students served as facilitators in the second. Upon completion of the course, learners and student facilitators completed a questionnaire on the student-led TBL. Responses to close-ended questions were analyzed using descriptive statistics, and those to open-ended questions were categorized into common themes. RESULTS A total of 114 learners and 3 student facilitators responded to the questions. Learners found student-led TBL to be just as or more effective than faculty-led TBL in three respects: comprehension (93.0%), active participation (96.5%), and expectation of academic performance improvement (93.9%). According to student facilitators, it improved their knowledge, confidence, communication skills, and leadership abilities. Learners and facilitators indicated that student-led TBL was significantly more effective than faculty-led TBL. Thus, student-led TBL can enhance the ability of all students at different academic levels. DISCUSSION Student-led TBL appears to be an effective learning strategy in higher education and further shifts toward student-centered learning in the course curriculum.
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Affiliation(s)
- Risa Iida
- Department of Nutritional Science, Tokyo University of Agriculture, Tokyo, Japan
| | - Mai Tanaka
- Department of Nutritional Science, Tokyo University of Agriculture, Tokyo, Japan
| | - Minami Torigoe
- Department of Nutritional Science, Tokyo University of Agriculture, Tokyo, Japan
| | - Sakiko Inaba
- Department of Food and Nutritional Science, Graduate School of Tokyo University of Agriculture, Tokyo, Japan
| | - Noriaki Wakana
- Department of Nutritional Science, Tokyo University of Agriculture, Tokyo, Japan
| | - Kazuhiro Homma
- Department of Nutritional Science, Tokyo University of Agriculture, Tokyo, Japan
| | - Naoto Fukuyama
- Department of Nutritional Science, Tokyo University of Agriculture, Tokyo, Japan
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Roberts J, Zhong Q, Linger R. Integrating Foundational and Clinical Science Remotely by Combining Team-Based Learning and Simulation. MEDICAL SCIENCE EDUCATOR 2023; 33:925-934. [PMID: 37546193 PMCID: PMC10403461 DOI: 10.1007/s40670-023-01817-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/31/2023] [Indexed: 08/08/2023]
Abstract
Integrating foundational and clinical science in medical and other professional healthcare degree programs has been well established as a means to enhance learning. However, implementation remains challenging, and a significant gap exists in guidance for non-professional degree programs to effectively accomplish both types of integration. Additionally, many modalities described in the literature are resource-intensive, scale poorly to larger groups, and are widely inaccessible. We present an online modality combining team-based learning and a simulation-based learning experience that fosters vertical and horizontal integration of physiology, pharmacology, and clinical science. The tools utilized include a vital sign simulator, video conferencing software, and a document-sharing platform. The activity demonstrated improved knowledge comparing pre- and posttests and evidence that the activity helped students integrate physiology, pharmacology, and clinical medicine. The novel structure is effective and accessible, uses open-source software and standard equipment available to most undergraduate and graduate faculty, and is adaptable to in-person, hybrid-remote, and fully remote delivery. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01817-9.
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Affiliation(s)
- Joel Roberts
- Master of Science in Biomedical Sciences Program, Rocky Vista University, Englewood, CO 80112 USA
| | - Qing Zhong
- Department of Biomedical Sciences, Rocky Vista University, Ivins, UT 84738 USA
| | - Rachel Linger
- Department of Biomedical Sciences, Rocky Vista University, Englewood, CO 80112 USA
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Ali RM, Idoudi S, Abdulrahman N, Mraiche F. Biotechnology content in pharmacy curricula: Focus on Arab Countries. CURRENTS IN PHARMACY TEACHING & LEARNING 2023:S1877-1297(23)00177-6. [PMID: 37481456 DOI: 10.1016/j.cptl.2023.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Revised: 05/29/2023] [Accepted: 07/11/2023] [Indexed: 07/24/2023]
Abstract
INTRODUCTION Pharmaceutical biotechnology involves using the principles of biotechnology to develop drugs. With the rapid increase in biopharmaceutical products being developed and approved for use, educating pharmacy students about biotechnological products becomes paramount. However, there is a scarcity in the literature exploring biotechnology content in pharmacy education. This paper aims to explore and discuss previously published studies on biotechnology education in pharmacy curricula and will provide a brief overview of biotechnology content offered in pharmacy schools in Arab countries. PERSPECTIVE The majority of pharmacy schools in the United States and Europe offer biotechnology-related content within the curriculum as part of other courses. It has also been reported that biotechnology content is taught in 22 pharmacy schools in Arab countries. In general, biotechnology content is mostly taught as part of other pharmacy courses and is often provided as compulsory content. Including pharmaceutical biotechnology concepts in pharmacy curriculum has positive impact on pharmacy students as it increases their knowledge of biotechnology and their interest in the topic. IMPLICATION Pharmaceutical biotechnology is an important field in which pharmacy graduates should be knowledgeable. However, there is a need to explore biotechnology content offered in pharmacy schools in other parts of the world in order to have an understanding of how different pharmacy programs prepare their students for practice. The information currently available in the literature is not enough to determine the usefulness of pharmaceutical biotechnology content currently offered to prepare pharmacists for practice. This highlights the need for further research in the area.
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Affiliation(s)
- Raja Mahamade Ali
- College of Pharmacy, QU Health, Qatar University, Doha, P.O. Box 2713, Qatar.
| | - Sourour Idoudi
- College of Pharmacy, QU Health, Qatar University, Doha, P.O. Box 2713, Qatar.
| | - Nabeel Abdulrahman
- College of Pharmacy, QU Health, Qatar University, Doha, P.O. Box 2713, Qatar; Translational Research Institute, Hamad Medical Corporation, Doha, Qatar.
| | - Fatima Mraiche
- Department of Pharmacology, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, Canada.
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Li DL, Wang S, Zhang D, Yang R, Hu J, Xue Y, Huang X, Wan Y, Pan CW, Fang J, Zhang S. Gender difference in the associations between health literacy and problematic mobile phone use in Chinese middle school students. BMC Public Health 2023; 23:142. [PMID: 36670413 PMCID: PMC9854151 DOI: 10.1186/s12889-023-15049-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2022] [Accepted: 01/13/2023] [Indexed: 01/22/2023] Open
Abstract
BACKGROUND Problematic mobile phone use (PMPU) is becoming increasingly popular and has serious harmful effects on physical and mental health among adolescents. Inadequate health literacy (HL) is related to some risky behaviors and mental health problems in adolescents. Nevertheless, few studies have explored the relationship between HL and PMPU and the gender difference in the relationship among Chinese adolescents. The aim of this study was to examine the associations between HL and PMPU and explore gender difference in the associations. METHODS A total of 22,628 junior and senior high school students (10,990 males and 11,638 females) in 6 regions of China participated in this study. HL and PMPU were measured by self-report validated questionnaires. Chi-square tests and logistic regression analysis were conducted in the study. RESULTS Logistic regression analysis showed that students with inadequate HL are likely to have PMPU (OR = 2.013, 95% CI: 1.840-2.202), and different degrees of association can be seen in six dimensions. Besides, in both males and females, students with inadequate HL had a higher risk of PMPU (OR male = 1.607, 95% CI: 1.428-1.807; OR female = 2.602, 95% CI: 2.261-2.994). Regarding the gender difference, the results showed that males had more PMPU than females, and the difference was more significant for students with adequate HL than those with inadequate HL (OR inadequate = 1.085, 95% CI: 1.016-1.159; OR adequate = 1.770, 95% CI: 1.490-2.101). Similarly, there were associations in the six dimensions. CONCLUSIONS HL decreases PMPU, and males have a higher risk of PMPU than females. These findings suggest a reasonable strategy to reduce PMPU by improving the HL level of adolescents.
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Affiliation(s)
- Dan-Lin Li
- grid.263761.70000 0001 0198 0694School of Public Health, Medical College of Soochow University, 199 Ren Ai Road, Suzhou, 215123 Jiangsu Province China ,grid.186775.a0000 0000 9490 772XMOE Key Laboratory of Population Health Across Life Cycle/ Anhui Provincial Key Laboratory of Population Health and Aristogenics, 81th Meishan Road, Hefei, 230032 Anhui Province China
| | - Sizhe Wang
- grid.186775.a0000 0000 9490 772XMOE Key Laboratory of Population Health Across Life Cycle/ Anhui Provincial Key Laboratory of Population Health and Aristogenics, 81th Meishan Road, Hefei, 230032 Anhui Province China ,grid.89957.3a0000 0000 9255 8984Department of Social Medicine and Health Education, School of Public Health, Nanjing Medical University, 101 Longmian Road, Nanjing, 211166 Jiangsu Province China
| | - Daoxu Zhang
- grid.28056.390000 0001 2163 4895State Key Laboratory of Bioreactor Engineering, Shanghai Frontiers Science Center of Optogenetic Techniques for Cell Metabolism, Frontiers Science Center for Materiobiology and Dynamic Chemistry, Shanghai Key Laboratory of New Drug Design, School of Pharmacy, East China University of Science and Technology, 130 MeiLong Road, Shanghai, 200237 China
| | - Rong Yang
- grid.186775.a0000 0000 9490 772XMOE Key Laboratory of Population Health Across Life Cycle/ Anhui Provincial Key Laboratory of Population Health and Aristogenics, 81th Meishan Road, Hefei, 230032 Anhui Province China ,grid.27255.370000 0004 1761 1174Department of Epidemiology, School of Public Health, Cheeloo College of Medicine, Shandong University, 44th Wenhuaxi Road, Jinan, 250000 Shandong Province China
| | - Jie Hu
- grid.186775.a0000 0000 9490 772XMOE Key Laboratory of Population Health Across Life Cycle/ Anhui Provincial Key Laboratory of Population Health and Aristogenics, 81th Meishan Road, Hefei, 230032 Anhui Province China ,grid.33199.310000 0004 0368 7223Department of Maternal, Child and Adolescent Health, School of Public Health, Tongji Medical College, Huazhong University of Science and Technology, 13 Hangkong Road, Wuhan, 430030 Hubei Province China
| | - Yanni Xue
- grid.186775.a0000 0000 9490 772XMOE Key Laboratory of Population Health Across Life Cycle/ Anhui Provincial Key Laboratory of Population Health and Aristogenics, 81th Meishan Road, Hefei, 230032 Anhui Province China ,grid.186775.a0000 0000 9490 772XDepartment of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, 81th Meishan Road, Hefei, 230032 Anhui Province China
| | - Xuexue Huang
- grid.186775.a0000 0000 9490 772XMOE Key Laboratory of Population Health Across Life Cycle/ Anhui Provincial Key Laboratory of Population Health and Aristogenics, 81th Meishan Road, Hefei, 230032 Anhui Province China ,grid.186775.a0000 0000 9490 772XDepartment of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, 81th Meishan Road, Hefei, 230032 Anhui Province China
| | - Yuhui Wan
- grid.186775.a0000 0000 9490 772XMOE Key Laboratory of Population Health Across Life Cycle/ Anhui Provincial Key Laboratory of Population Health and Aristogenics, 81th Meishan Road, Hefei, 230032 Anhui Province China ,grid.186775.a0000 0000 9490 772XDepartment of Maternal, Child and Adolescent Health, School of Public Health, Anhui Medical University, 81th Meishan Road, Hefei, 230032 Anhui Province China
| | - Chen-Wei Pan
- School of Public Health, Medical College of Soochow University, 199 Ren Ai Road, Suzhou, 215123, Jiangsu Province, China.
| | - Jun Fang
- MOE Key Laboratory of Population Health Across Life Cycle/ Anhui Provincial Key Laboratory of Population Health and Aristogenics, 81th Meishan Road, Hefei, 230032, Anhui Province, China. .,School of Public Health and Health Management, Anhui Medical College, 632 Furong Road, Hefei, 230601, Anhui Province, China. .,Faculty of Pharmaceutical Science, Sojo University, Ikeda 4-22-1, Kumamoto, 860-0082, Japan.
| | - Shichen Zhang
- School of Public Health and Health Management, Anhui Medical College, 632 Furong Road, Hefei, 230601, Anhui Province, China.
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Wu W, Pu L, Zhang E, Xiong S, Zhou X, Xia X, Wen D. Application of team-based learning to ophthalmology in China. Front Public Health 2022; 10:922325. [PMID: 36299748 PMCID: PMC9589088 DOI: 10.3389/fpubh.2022.922325] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2022] [Accepted: 06/22/2022] [Indexed: 01/22/2023] Open
Abstract
Objectives The purpose of this study was to explore whether team-based learning (TBL) was more effective than traditional didactic lectures (TDLs) in improving medical students' problem-solving and study skills in the clinical course of ophthalmology. In addition, we were also concerned about Chinese students' satisfaction with TBL. Methods Our study program involved 275 students of the 5-year clinical medicine program from Central South China University, of which 140 were enrolled in a modified TBL course. A questionnaire that included closed-ended and open-ended items was distributed to students immediately following the completion of the TBL session, and 108 valid questionnaires were collected. Descriptive statistics were used to analyze quantitative data. The effects of the TBL module on students' performance were measured between the groups using a one-way between-group analysis of variance (ANOVA) test by the individual readiness assurance test (IRAT), the group readiness assurance test (GRAT), and final examination scores (FESs), compared with a class without the TBL session. Results With our modified TBL strategy, 140 students achieved a mean test score of 72.65 on test questions that assessed their knowledge of ophthalmology compared to 135 students who achieved a mean score of 70.8 using the TDL method (p = 0.3434). The performance in a pre-class quiz was significantly better in the GRAT compared to the IRAT. In comparison to the TDL session, the modified TBL was preferred and acceptable by most medical students. Conclusions By applying the modified TBL to ophthalmology, students improved their performance, self-study, and teamwork, and their class engagement and satisfaction were enhanced. However, TBL should be further optimized and developed to enhance educational outcomes.
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Affiliation(s)
- Wenyi Wu
- Department of Ophthalmology, Xiangya Hospital, Central South University, Changsha, China,Hunan Key Laboratory of Ophthalmology, Changsha, China,National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, China
| | - Li Pu
- Department of Ophthalmology, Xiangya Hospital, Central South University, Changsha, China,Hunan Key Laboratory of Ophthalmology, Changsha, China,National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, China
| | - Endong Zhang
- Department of Ophthalmology, Xiangya Hospital, Central South University, Changsha, China,Hunan Key Laboratory of Ophthalmology, Changsha, China,National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, China
| | - Siqi Xiong
- Department of Ophthalmology, Xiangya Hospital, Central South University, Changsha, China,Hunan Key Laboratory of Ophthalmology, Changsha, China,National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, China
| | - Xiaolai Zhou
- State Key Laboratory of Ophthalmology, Zhongshan Ophthalmic Center, Sun Yat-sen University, Guangzhou, China
| | - Xiaobo Xia
- Department of Ophthalmology, Xiangya Hospital, Central South University, Changsha, China,Hunan Key Laboratory of Ophthalmology, Changsha, China,National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, China
| | - Dan Wen
- Department of Ophthalmology, Xiangya Hospital, Central South University, Changsha, China,Hunan Key Laboratory of Ophthalmology, Changsha, China,National Clinical Research Center for Geriatric Disorders, Xiangya Hospital, Central South University, Changsha, China,*Correspondence: Dan Wen
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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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16
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Gong J, Du J, Hao J, Li L. Effects of bedside team-based learning on pediatric clinical practice in Chinese medical students. BMC MEDICAL EDUCATION 2022; 22:264. [PMID: 35410211 PMCID: PMC8996540 DOI: 10.1186/s12909-022-03328-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Accepted: 04/01/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Bedside teaching is a primary educational tool to improve the clinical practice of medical students. As a new medical pedagogical approach, team-based learning (TBL) is gradually being integrated into Chinese medical education programmes to promote clinical reasoning, knowledge application, teamwork and collaboration. The aim of this controlled study is to investigate the effects of TBL on pediatric bedside teaching in medical students. METHODS Thirty medical students in pediatric clinical practice were randomly assigned to an intervention and a control group. Students in the intervention group exposed bedside teaching activity with TBL while students in the control group received traditional bedside teaching. Teaching for the two groups was conducted biweekly, and the same clinical cases were selected for both groups with the same instructors. After six months of clinical practice, the differences of learning outcomes between the two groups were compared through assessments by computer-based case simulations (CCS) and mini-Clinical Evaluation Exercise (mini-CEX). Student feedback following completion of bedside teaching was collected by questionnaire. RESULTS The CCS scores in the intervention group were significantly higher than that in the control group (p < 0.05). The mini-CEX results showed that clinical judgment and counseling skills of the intervention group were higher than those in the control group (p < 0.01). Medical interviewing skills and overall clinical competence in the intervention group were better than those in the control group (p < 0.05). In the questionnaire survey, students in the intervention group believed that bedside teaching activity with TBL could promote active learning ability, improve counseling skills and strengthen teamwork. CONCLUSIONS Application of TBL in bedside teaching not only enhanced clinical practice skills among medical students but also improved their clinical reasoning and counseling skills.
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Affiliation(s)
- Jie Gong
- The Clinical Skills Center, The First Clinical College, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430022, China
| | - Junfeng Du
- Department of Plastic Surgery, Liyuan Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430077, China
| | - Jinjin Hao
- Department of Pediatrics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430022, China
| | - Lei Li
- Department of Pediatrics, Union Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, 430022, China.
- Department of Pediatrics, Jingshan People's Hospital, Jingshan, 431800, China.
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Kronenfeld JP, Saberi RA, Cioci AC, Urrechaga EM, Ryon EL, Thorson CM, Hui VW, Rodgers SE, Sands LR. Implementation of a Surgical Problem-Based Learning Curriculum: A One-Year Single-Center Experience. Am Surg 2022:31348211068014. [DOI: 10.1177/00031348211068014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Background Problem-Based Learning (PBL) has become an integral part of medical student education for preclinical curricula, but few studies have evaluated the benefits of a PBL curriculum for clinical education. This study aims to assess the 1-year experience after implementing a resident-led PBL program for the third-year (MS3) surgery clerkship and compare students’ self-reported preparedness following PBL sessions to traditional faculty-led lectures. Methods Surgical faculty and residents developed a PBL curriculum to address common topics in surgical education. Pandemic requirements necessitated a switch from in-person to virtual sessions during the experience. Students enrolled in the MS3 surgical clerkship were asked to participate in a survey. Demographics and clerkship data were obtained. Quality of PBL and faculty-led lectures were assessed using a ten-point Likert scale, and standard statistical analyses were performed. Results During the study period, 165 students rotated through surgery, of which 129 (78%) responded to the survey (53% female, 59% white). PBLs were held in-person (53%), exclusively virtual (32%) or hybrid (15%) platforms. In-person PBLs were preferred to faculty-led lectures for preparing students for NBME examinations (6.9 vs 6.0), oral examinations (7.8 vs 6.3), and surgical cases (6.3 vs 5.8), all P < .001. Virtual PBLs were also preferred to lectures for preparing students for NBME examinations (6.8 vs 5.8, P < .001) and surgical cases (5.6 vs 4.8, P = .05). Conclusions PBL is a valuable adjunct for medical student education. Resident-led PBLs were preferred to faculty-led lectures for preparing students for examinations and clerkship experiences and may be useful adjuncts to clinical education.
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Affiliation(s)
- Joshua P. Kronenfeld
- DeWitt Daughtry Family Department of Surgery, University of Miami Miller School of Medicine, Miami, FL, USA
| | - Rebecca A. Saberi
- DeWitt Daughtry Family Department of Surgery, University of Miami Miller School of Medicine, Miami, FL, USA
| | - Alessia C. Cioci
- DeWitt Daughtry Family Department of Surgery, University of Miami Miller School of Medicine, Miami, FL, USA
| | - Eva M. Urrechaga
- DeWitt Daughtry Family Department of Surgery, University of Miami Miller School of Medicine, Miami, FL, USA
| | - Emily L. Ryon
- DeWitt Daughtry Family Department of Surgery, University of Miami Miller School of Medicine, Miami, FL, USA
| | - Chad M. Thorson
- DeWitt Daughtry Family Department of Surgery, University of Miami Miller School of Medicine, Miami, FL, USA
| | - Vanessa W. Hui
- DeWitt Daughtry Family Department of Surgery, University of Miami Miller School of Medicine, Miami, FL, USA
| | - Steven E. Rodgers
- DeWitt Daughtry Family Department of Surgery, University of Miami Miller School of Medicine, Miami, FL, USA
| | - Laurence R. Sands
- DeWitt Daughtry Family Department of Surgery, University of Miami Miller School of Medicine, Miami, FL, USA
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Daou D, Chakhtoura M, El-Yazbi A, Mukherji D, Sbaity E, Refaat MM, Nabulsi M. Teaching critical appraisal to large classes of undergraduate medical students using team-based learning versus group discussions: a randomized controlled trial. BMC MEDICAL EDUCATION 2022; 22:77. [PMID: 35120498 PMCID: PMC8815246 DOI: 10.1186/s12909-022-03145-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2021] [Accepted: 01/27/2022] [Indexed: 06/10/2023]
Abstract
BACKGROUND Evidence on the effectiveness of team-based learning in teaching critical appraisal to large classes of preclinical medical students is scarce. This study investigated whether team-based learning is effective in teaching critical appraisal to large classes of preclinical medical students. METHODS Between April 2018 and May 2019, 107 first-year medical students were randomly allocated to receive instruction in critical appraisal using team-based learning or traditional group discussions as teaching methods. The primary outcome was students' performance on the Berlin Questionnaire administered at the end of second year. RESULTS Students' mean (SD) age was 22.0 (0.7) years. Baseline characteristics of the two groups were similar (all p values > 0.05). The mean (SD) Berlin scores of both groups were 80.4 (11.6) and 80.1 (12.1) for team-based learning and group discussions, respectively. Multivariate stepwise linear regression analysis revealed that the student's academic achievement in medical school was the sole predictor of performance on the Berlin Questionnaire (ß = 1.079, p < 0.001), adjusting for gender, Medical College Admission Test score, student's self-reported preferred teaching method, rank upon admission to medical school, score on the Epidemiology and Biostatistics course, and teaching method (team-based learning versus group discussions). CONCLUSIONS Team-based learning and group discussions were equally effective instructional strategies to teach critical appraisal to large classes of undergraduate medical students. Replication of our findings is needed in other educational settings. TRIAL REGISTRATION Current Controlled Trials ISRCTN15430424 , retrospectively registered on December 30, 2021.
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Affiliation(s)
- Dayane Daou
- Department of Anesthesiology, American University of Beirut, Beirut, Lebanon
| | - Marlene Chakhtoura
- Department of Internal Medicine, American University of Beirut, Beirut, Lebanon
| | - Ahmed El-Yazbi
- Department of Pharmacology, American University of Beirut, Beirut, Lebanon
| | - Deborah Mukherji
- Department of Internal Medicine, American University of Beirut, Beirut, Lebanon
| | - Eman Sbaity
- Department of Surgery, American University of Beirut, Beirut, Lebanon
| | - Marwan M Refaat
- Department of Internal Medicine, American University of Beirut, Beirut, Lebanon
| | - Mona Nabulsi
- Department of Pediatrics and Adolescent Medicine, American University of Beirut, Beirut, Lebanon.
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Joshi T, Budhathoki P, Adhikari A, Poudel A, Raut S, Shrestha DB. Team-Based Learning Among Health Care Professionals: A Systematic Review. Cureus 2022; 14:e21252. [PMID: 35178311 PMCID: PMC8842312 DOI: 10.7759/cureus.21252] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Accepted: 01/14/2022] [Indexed: 12/22/2022] Open
Abstract
Introduced in the 1970s to meet the academic needs of a growing number of students with relatively stagnant faculty, team-based learning (TBL) has revolutionized the modern classroom structure. Contrary to the traditional didactic model where the teacher assumes the central role and students are passive listeners, TBL participants are actively involved in the learning process. Teachers act as facilitators while the TBL participants work in groups to solve problems through engagement with their peers. The objective of the article is to conduct a systematic review on team-based learning using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline. The studies were searched in databases like PubMed®, Scopus®, Embase®, and PubMed Central® using appropriate keywords. Two authors screened the papers, and a third author resolved the conflicts. This was followed by a bibliographic review based on the references of the selected study and bias assessment using the Joanna Briggs Institute (JBI) critical appraisal tool. The team-based learning model is increasingly being used by different institutions globally. TBL and traditional lecture-based teaching outcomes revealed that TBL participants performed better in academic, clinical, and communication domains. In addition, TBL enhanced learners' engagement, collaborative spirit, and satisfaction. Our study results are similar to the prior meta-analysis and systematic review. Nevertheless, this systematic review remains more comprehensive, up-to-date, and inclusive thus far. Team-based learning is a pragmatic and superior approach to learning among health care professionals. It has resulted in better academic, clinical, and communication outcomes. This finding spans all the medical and allied professions studied in this systematic review.
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Feijó LP, Pereira GA, Ruffini VMT, Valente FS, dos Santos RA, Fakhouri SA, Nunes MDPT, Augusto KL. Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study. SAO PAULO MED J 2022; 141:e20211028. [PMID: 36197349 PMCID: PMC10065108 DOI: 10.1590/1516-3180.2021.1028.r1.13072022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Accepted: 07/13/2022] [Indexed: 11/22/2022] Open
Abstract
BACKGROUND Residents play the role of teachers in almost one-quarter of their activities in residency programs. OBJECTIVE To evaluate whether a 45-minute class using summarize, narrow, analyze, probe, plan, and select (SNAPPS) could improve psychiatry residents' case discussion skills in diverse practical learning settings. DESIGN AND SETTING This case-control, randomized, blinded study was conducted in a psychiatry hospital at Fortaleza-Ceará. METHODS Using "resident as teacher" (RaT), objective structured teaching encounters (OSTEs), and SNAPPS, we conducted a study with 26 psychiatry residents. We analyzed video footage of psychiatric cases in three settings: outpatient, nursing, and emergency. An intervention was held two months later with the residents, who were then assigned to two groups: group A (lecture on SNAPPS) and group B (lecture on a topics in psychiatry). Shortly after the lectures, they were video recorded while discussing the same cases. Three blinded examiners analyzed the videos using an instrument based on the Stanford Faculty Development Program (SFDP-26). RESULTS We found high internal consistency among external examiners and an interaction effect, group effect, and moment effect (P < 0.05). The residents who received the SNAPPS lecture scored significantly higher than their counterparts who received a traditional case presentation. CONCLUSION This study indicates the efficacy of SNAPPS over traditional case presentation in all three settings as assessed by OSTEs and supports its implementation to improve the teaching of clinical reasoning.
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Affiliation(s)
- Lorena Pinho Feijó
- MSc. Physician and Assistant Professor, Department of Social
Department, Centro Universitário Unichristus, Fortaleza (CE), Brazil
| | - Guilherme Abreu Pereira
- MD. Attending Physician, Department of Internal Medicine,
Hospital das Clinicas HCFMUSP, Faculdade de Medicina, Universidade de Sao Paulo,
Sao Paulo, SP, BR
| | - Vitor Maia Teles Ruffini
- MD. Physician and Associate Professor, Department of Internal
Medicine, Universidade Santo Amaro (UNISA), São Paulo (SP), Brazil; and Fellow
of Hospital Medicine, Faculdade de Medicina FMUSP, Universidade de Sao Paulo,
Sao Paulo, SP, BR
| | - Fernando Salvetti Valente
- MD. Physician and Assistant Professor, Department of Internal
Medicine, Faculdade de Medicina FMUSP, Universidade de Sao Paulo, Sao Paulo, SP,
BR
| | - Renato Antunes dos Santos
- PhD. Physician and Assistant Professor, Department of
Psychiatry, University of Toronto, Toronto, Canada. And Adjunct Professor,
Department of Psychiatry, McMaster University, Ontario, Canada
| | - Saadallah Azor Fakhouri
- PhD. Physician and Professor, Department of Internal Medicine,
Universidade Federal de Uberlândia (UFU), Uberlândia (MG), Brazil
| | - Maria do Patrocínio Tenório Nunes
- PhD. Physician and Associate Professor, Department of Internal
Medicine, Faculdade de Medicina FMUSP, Universidade de Sao Paulo, Sao Paulo, SP,
BR
| | - Kristopherson Lustosa Augusto
- PhD. Physician and Assistant Professor, Department of
Internal Medicine, Faculdade de Medicina, Universidade de Fortaleza (UNIFOR),
Fortaleza (CE), Brazil; Postgraduate Professor at master's level, Centro
Universitário Christus-Unichristus Fortaleza (CE), Brazil; and Assistant
Professor, Department of Internal Medicine, Faculdade de Medicina da
Universidade Federal do Ceará (UFC), Fortaleza (CE), Brazil
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WANG J, CHENG L, JIANG M. Effect of team-based learning on dental education in China: systematic review and meta-analysis. FOOD SCIENCE AND TECHNOLOGY 2022. [DOI: 10.1590/fst.46821] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Affiliation(s)
| | | | - Mingyan JIANG
- Sichuan University, China; Ministry of Education, China
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Kim S, Cho AR, Chung CW. Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2021; 18:28. [PMID: 34736297 PMCID: PMC8616723 DOI: 10.3352/jeehp.2021.18.28] [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: 09/24/2021] [Accepted: 10/21/2021] [Indexed: 06/13/2023]
Abstract
This study aimed to investigate the degree to which newly appointed medical faculty members at the Catholic University of Korea are aware of Harden and Crosby’s 12 educational roles and to identify their preferred educational roles. A 12-item survey questionnaire was distributed to 110 participants, and 100 responses were included in the analysis. The respondents gave the highest score to “clinical or practical teacher” and the lowest score to “curriculum planner” for their current personal competencies. For their preferred personal future competencies, they assigned the highest score to “on the job role model” and the lowest score to “student assessor.” They gave almost equally high values to all 12 roles. However, individual faculty members had different preferences for educational roles. Accordingly, medical schools need to plan and implement customized faculty development programs, and efforts to provide appropriate educational roles according to individual faculty members’ preferences are needed.
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Affiliation(s)
- Sun Kim
- Department of Medical Education, College of Medicine, The Catholic University of Korea, Seoul, Korea
| | - A Ra Cho
- Department of Medical Education, College of Medicine, The Catholic University of Korea, Seoul, Korea
| | - Chul Woon Chung
- Department of General Surgery, International St. Mary’s Hospital, Catholic Kwandong University College of Medicine, Incheon, Korea
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Al-Neklawy AF, Ismail ASA. Online anatomy team-based learning using blackboard collaborate platform during COVID-19 pandemic. Clin Anat 2021; 35:87-93. [PMID: 34609024 PMCID: PMC8653201 DOI: 10.1002/ca.23797] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 09/20/2021] [Accepted: 10/02/2021] [Indexed: 11/15/2022]
Abstract
During the COVID‐19 pandemic, many educational institutions followed the blended learning system. Using the participants' opinions, we evaluated the Blackboard (Bb) collaborate platform for online team‐based learning (TBL) sessions for undergraduate students from different medical programs in the KSA. The participants were students on the MBBS Program (157 year two and 149 year three), together with 53 students in year one of the Nursing Program, 25 in year two of the Doctor of Pharmacy Program, and 11 in year two of the Medical Laboratory Sciences Program in Fakeeh College for Medical Sciences, (FCMS) KSA. To assess students' recall, engagement, and satisfaction with the sessions, an online TBL plan was designed and reviewed by the Medical Education Department. The students completed an online survey at the end of each session. All responses in this study showed a statistically significant positive difference from the neutral mid‐point response (p < 0.05), reflecting high satisfaction. In the MBBS Program, the survey was completed by 40 students in year two and 76 in year three. The mean responses were 4.1 ± 0.3 and 3.9 ± 0.2 respectively (mean ± SD). In the BSN Program, 19 students completed the survey. The mean response was 4.6 ± 0.2. In the Pharm D Program, 10 students completed the survey. The mean response was 4.9 ± 0.12. In the MLS Program, eight students completed the survey. The mean response was 4.8 ± 0.12. It was concluded that online TBL using Bb collaborate is a successful anatomy‐learning tool among FCMS students on different programs.
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Affiliation(s)
- Ahmed Farid Al-Neklawy
- Department of Anatomy and Embryology, Faculty of Medicine, Ain Shams University, Cairo, Egypt.,Department of Physiological Sciences, Fakeeh College for Medical Sciences, Jeddah, Kingdom of Saudi Arabia
| | - Amira Salem Alsagheer Ismail
- Medical Education Department, Suez Canal University, Ismailia, Egypt.,Medical Education Department, Fakeeh College for Medical Sciences, Jeddah, Kingdom of Saudi Arabia
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Whillier S, Lystad RP, El-Haddad J. Team-based learning in neuroanatomy. THE JOURNAL OF CHIROPRACTIC EDUCATION 2021; 35:184-191. [PMID: 33271591 PMCID: PMC8528444 DOI: 10.7899/jce-19-25] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Revised: 02/14/2020] [Accepted: 05/17/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVE Team-based learning (TBL) is an active learning method in which student teams participate in individual work, teamwork, and the application of learned concepts to problem solving. It has been widely adopted in the education of health professions. The aim of this study was to assess whether TBL in tutorials would be beneficial to students' assessed knowledge and subjective sense of satisfaction as compared to traditional modes of teaching. METHODS In 2018, TBL was introduced into the tutorials of a clinically oriented undergraduate course of neuroanatomy, and its benefits in improving student grades and satisfaction were assessed. The Welch 2 sample t test was used for group differences in continuous variables, and Pearson's χ2 test with Yates' continuity correction was used for group differences in dichotomous variables. Linear modeling was used to look for group differences while adjusting for significant baseline characteristics. RESULTS Our study found that in comparison to more traditionally delivered teaching, TBL did not improve grades or alter overall satisfaction. A post hoc pairwise comparison of satisfaction among lectures, tutorials, and practical classes showed that students appeared to be most dissatisfied with the TBL. CONCLUSION Analysis of our methods, results, student comments, and the literature indicate that the length of the tutorials, at 1 hour, was too short to conduct TBL to the standards required. In addition, there is an imperative to persist in preparing students for a different knowledge-transfer paradigm, and it takes a few iterations to improve the approach and application of this method of teaching.
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Li X, Shan Y, Liu Y, Lin Y, Li L, Lin Z, Huang S, Hong Y. The national dental undergraduate clinical skills competition known as the Guanghua Cup: an innovative and effective program that promoted undergraduate dental education in China. BMC MEDICAL EDUCATION 2021; 21:403. [PMID: 34315452 PMCID: PMC8317344 DOI: 10.1186/s12909-021-02841-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 07/16/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The National Dental Undergraduate Clinical Skills Competition known as the Guanghua Cup was held in Guangzhou, China, for three consecutive years from 2017 to 2019 to promote the clinical teaching of undergraduate dental education and to enhance communication among different universities. The present study aimed to introduce the organization, procedures, and consequences of the competition, in addition to analyzing the influences of competition on the reform of undergraduate dental education. METHODS By analyzing the descriptive statistics of the Guanghua Cup, the competitions' organization, the participating students' performances, and the outcomes of competitions were analyzed. After distributing questionnaires to all participants of the 2nd and 3rd Cups, their attitudes towards the competition and their evaluation of the role of the competitions in promoting undergraduate dental education were analyzed. RESULTS A total of 24 schools participated in the 3 competition years. The contents of the competitions covered cariology, endodontics, periodontology, prosthodontics, oral and maxillofacial surgery, dental anatomy, and first aid (e.g., operative skills and theoretical knowledge). Compared with those of the 2nd Cup, the mean scores of the operative skills significantly improved in the stations related to periodontology, prosthodontics, and dental anatomy (p < 0.05) in the 3rd Cup. In addition, 338 valid questionnaires were collected, for a response rate of 87.79 %. Overall, the participants spoke highly of the Guanghua Cup. Based on their self-perception and self-evaluation, the majority of interviewees agreed that the competition helped develop collegiality and teamwork among the participating students, improved the students' clinical skills and promoted the improvement of teaching resources (e.g., purchasing and updating equipment, models or experimental materials). CONCLUSIONS The competition enjoyed the widest coverage since it involved dental schools from all of the different geographical regions of China. Dental students could exhibit their clinical skills in a competitive environment and develop collegiality and teamwork. Future competitions should be optimized through their organization and contents. The education quality of the participating schools affected by such competition should be investigated in a more objective and comparable way.
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Affiliation(s)
- Xiaolan Li
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Yanbo Shan
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Yangjingwen Liu
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Yingwen Lin
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Lin Li
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Zhengmei Lin
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China
| | - Shuheng Huang
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China.
| | - Yun Hong
- Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-Sen University, 56 Lingyuan Road West, Guangzhou, 510055, Guangdong, China.
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Knowledge of and attitudes to occupational and sports medicine among medical students in Zagreb, Croatia. ACTA ACUST UNITED AC 2021; 72:135-139. [PMID: 34187109 PMCID: PMC8265197 DOI: 10.2478/aiht-2021-72-3535] [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: 12/01/2020] [Accepted: 05/01/2021] [Indexed: 11/20/2022]
Abstract
Occupational and sports medicine (OSM) education is poorly represented in Croatian university undergraduate medical curricula. Zagreb University medical students are required to take OSM classes for a week on their final year of studies. The classes are organised around team-based learning (TBL). Given that students who attend TBL classes have significantly higher exam scores than students who take lectures ex cathedra, the aim of this study was to assess students’ knowledge and attitudes immediately after TBL OSM classes. This cross-sectional study included 162 final-year Zagreb University School of Medicine students taking TBL classes in OSM in the academic year of 2019/2020. They were recruited from 30 September 2019 to 4 March 2020. Participants filled in a 20-item questionnaire compiled by the authors and adapted to the Croatian legislation. Their answers demonstrated positive attitude toward OSM classes and negative attitude toward occupational medicine practice and OSM specialty. They showed moderate interest only for the job of sports physician. Even though they showed sufficient knowledge of OSM immediately after the course was completed, they were moderately satisfied with their knowledge. Our findings call for rethinking the practical aspects of teaching OSM classes in order to promote OSM practice among medical students or at least raise awareness about the importance of prevention of numerous work or sport-related disorders.
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Danielson JA. Key Assumptions Underlying a Competency-Based Approach to Medical Sciences Education, and Their Applicability to Veterinary Medical Education. Front Vet Sci 2021; 8:688457. [PMID: 34150902 PMCID: PMC8208474 DOI: 10.3389/fvets.2021.688457] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Accepted: 05/11/2021] [Indexed: 11/13/2022] Open
Abstract
This perspective explores six key assumptions of a competency-based approach to medical-sciences education, as they relate to veterinary medical education. Those assumptions, derived from characteristics of competency based medical education (CBME) identified by CBME proponents are: (1) There are sufficient shortcomings in the medical competence of graduate veterinarians that solutions are necessary, and changes in the way we teach veterinarians will address those problems. (2) It is feasible to identify generally accepted core competencies in veterinary medical practice. (3) Teaching to defined learning outcomes will produce greater achievement for learners than approaches that do not emphasize clearly defined outcomes. (4) In veterinary medical education, it is possible to articulate the development of competence sequentially in a manner that is relatively consistent across learners, and carefully planning and sequencing learning activities will produce better learning outcomes. (5) Competency-focused instruction, which tailors the pace and progression of instruction to learners, is feasible in veterinary medical education, and will produce better outcomes than instruction that moves all students through an equivalent process in a set time frame. (6) Programmatic Assessment, including numerous direct observations with feedback, will improve learning outcomes, and is feasible in veterinary medical education. While available research does not unequivocally support all six assumptions, overall the potential benefits of adopting a competency-based approach seem promising for veterinary medical education.
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Affiliation(s)
- Jared A. Danielson
- College of Veterinary Medicine, Iowa State University, Ames, IA, United States
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Burton R, van de Mortel T, Kain V. Applying team-based learning in a transnational post registration bachelor of nursing program in Singapore. BMC Nurs 2021; 20:82. [PMID: 34030689 PMCID: PMC8142512 DOI: 10.1186/s12912-021-00593-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Accepted: 04/23/2021] [Indexed: 11/10/2022] Open
Abstract
Background Team-Based Learning (TBL) is growing in popularity as a method to create active learning within larger group lectures. It is facilitated through phases of individual work, teamwork with immediate feedback and an application exercise, to develop students’ understanding and assessment of conceptual knowledge. A single facilitator can manage many groups within larger lectures. The study aim was to evaluate the impact of TBL on the engagement, learning and satisfaction of students enrolled in a transnational post registration Bachelor of Nursing (BN) program in Singapore. Methods A cross-sectional design was employed. The TBL approach was delivered during lecture sessions within a post registration BN program delivered in a Higher Education Institution in Singapore. A sample of BN students was drawn from 305 students undertaking the program. An online anonymous university-delivered student evaluation of course (SEC) survey and an online anonymous survey using the Student Assessment Instrument, were used to collect quantitative and qualitative data. Survey participation was voluntary with informed consent protocols followed. Student performance in the course was also reviewed. Results Eighty-two students (27%) completed the SEC scoring a median of 4/5 for satisfaction, and 68 (22%) completed the online survey. As 93 was the neutral score for the survey, there was a moderately positive evaluation with an overall score of 108.5/155 for TBL in accountability for learning, TBL preference and satisfaction with TBL compared to traditional lecture approaches. Conclusions Implementation of TBL with this cohort demonstrated evidence of moderately positive engagement, learning and satisfaction when compared to traditional didactic lectures.
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Affiliation(s)
- Rob Burton
- School of Nursing and Midwifery, Griffith University, Nathan, Queensland, Australia.
| | - Thea van de Mortel
- School of Nursing and Midwifery, Griffith University, Nathan, Queensland, Australia
| | - Victoria Kain
- School of Nursing and Midwifery, Griffith University, Nathan, Queensland, Australia
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Nawabi S, Bilal R, Javed MQ. Team-based learning versus Traditional lecture-based learning: An investigation of students' perceptions and academic achievements. Pak J Med Sci 2021; 37:1080-1085. [PMID: 34290787 PMCID: PMC8281172 DOI: 10.12669/pjms.37.4.4000] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2020] [Revised: 03/29/2021] [Accepted: 04/03/2021] [Indexed: 01/09/2023] Open
Abstract
Objectives: Evaluation of TBL from students’ perspective has been done extensively, but limited studies have analyzed the effect of TBL on students’ academic performance. Objectives of the present study were to assess students’ perceptions about team-based learning versus traditional lectures and then to compare with students’ grades in both TBL and lecture-based assessments. Methods: Cross-sectional descriptive study which included 147 dentistry students was conducted between March and June, 2020 at Qassim University, Saudi Arabia. A self-composed 10 item closed ended instrument was administered through electronic mail. One block from each academic year was selected randomly and organizers were requested to provide grades of students in both TBL and lecture-based exams. Grades from A to F were determined as achievement indicator and were compared statistically using Kruskal Wallis, Tuckey Posthoc and Chi-square tests. Results: A total of 120 students (81.6%) responded to the survey, and mean perception score was (3.29±0.94). Perceptions of students, regarding TBL as a learning strategy were comparatively superior as compared to the lectures. Students scored significantly higher grades in TBL exams (p<0.05) as compared to lecture-based assessments. Gender-wise analysis indicated that female students secured significantly higher grades in the TBL. Conclusion: We conclude that dentistry students perceived TBL as superior teaching and learning strategy compared to traditional lectures. Their perception was verified by their significant higher academic achievements in the assessments for the coursework taught by utilizing team-based learning strategy.
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Affiliation(s)
- Shazia Nawabi
- Shazia Nawabi, Associate Professor, Department of Prosthodontics, College of Dentistry, Qassim University, Saudi Arabia
| | - Rabia Bilal
- Rabia Bilal, Associate Professor, Department of Orthodontics, College of Dentistry, Qassim University, Saudi Arabia
| | - Muhammad Qasim Javed
- Muhammad Qasim Javed, Assistant Professor, Department of Conservative Dental Sciences, College of Dentistry, Qassim University, Saudi Arabia
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Raff AC. Great nephrologists begin with great teachers: update on the nephrology curriculum. Curr Opin Nephrol Hypertens 2021; 30:215-222. [PMID: 33229909 DOI: 10.1097/mnh.0000000000000676] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
PURPOSE OF REVIEW The purpose of this review is to highlight developments and opportunities in the nephrology curriculum from the basic science foundation years through teaching medical students, residents and fellows in the clinical realm. RECENT FINDINGS Teaching skills are a vital tool for nephrologists both to promote excellent patient care and attract talented learners to the field. Exposure to dynamic and inspiring nephrologists is one of the main factors given by students and residents for selecting a career in nephrology. Nephrology teaching, including case discussions, problem-based learning, team-based learning and flipped classrooms, provides motivating active learning for medical students and is equally effective for didactics in graduate medical education. Avenues for teaching in the clinical realm include the microskills framework, bedside teaching and grounding in evidence-based medicine. Areas of growth include blended nephrology/subspecialty fields as well as social media applications. SUMMARY Medical education is a satisfying and exciting area of growth in the field of nephrology. The recent literature provides a framework for best practices in active learning as well as providing numerous examples of educational interventions and innovations. In addition, this field is ripe for further development and scholarly activity.
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Affiliation(s)
- Amanda C Raff
- Montefiore Medical Center and Albert Einstein College of Medicine, Bronx, New York, USA
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Alberti S, Motta P, Ferri P, Bonetti L. The effectiveness of team-based learning in nursing education: A systematic review. NURSE EDUCATION TODAY 2021; 97:104721. [PMID: 33385942 DOI: 10.1016/j.nedt.2020.104721] [Citation(s) in RCA: 34] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2020] [Revised: 11/15/2020] [Accepted: 12/03/2020] [Indexed: 05/09/2023]
Abstract
AIM Team-Based Learning (TBL) is an active teaching methodology, recently implemented also in the field of nursing education. The main objective of this study was to identify, appraise and summarize primary studies on the effectiveness of TBL in achieving learning outcomes in undergraduate nursing students. The secondary objective was to explore the generic competencies the students developed, and their reactions and attitudes. STUDY DESIGN A systematic review of experimental and quasi-experimental studies. DATABASES SOURCES Cochrane Library, Pubmed/Medline, Cinahl, PsycINFO, and Eric; Google Scholar was used to search for grey literature and the reference lists of the retrieved papers. REVIEW METHODS A research protocol was developed according to the PRISMA-P guidelines. Two reviewers conducted the selection process. The "JBI Critical Appraisal Checklist" was used to check the quality of the selected studies. RESULTS We included 12 studies: 2 monocentric randomized controlled trials and 10 quasi-experimental studies. Nine out of 12 studies produced significant results in favour of TBL in terms of academic performance and skills development, however results were divergent when TBL was compared with other teaching methods. The results of 7 studies highlighted the effectiveness of TBL in improving the development of communication skills, interprofessional learning, and self-directed learning. Divergent results were obtained with regard to problem solving and critical thinking skills. TBL promoted classroom engagement, however it did not seem to be associated with better learning outcomes. CONCLUSIONS Overall, TBL was found to be effective in achieving undergraduate nursing students' learning outcomes, but evidence was not sufficiently strong to warrant that it is more effective than other teaching methods. The results of this review are in favour of the implementation of TBL in nursing education, however studies with more rigorous methods and with a mixed method design are required to improve the transferability of results.
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Affiliation(s)
- Sara Alberti
- Surgery Department, ASST-Franciacorta, University of Brescia, Italy.
| | - Paolo Motta
- Department of Medical and Surgical Specialties, Radiological Sciences and Public Health, University of Brescia, Italy.
| | - Paola Ferri
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Italy.
| | - Loris Bonetti
- Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern, Manno, Switzerland; Clinical Expert in Nursing Research, Oncology Institute of Southern Switzerland (IOSI), Bellinzona, Switzerland.
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Cheng X, Chan LK, Li H, Yang X. Histology and Embryology Education in China: The Current Situation and Changes Over the Past 20 Years. ANATOMICAL SCIENCES EDUCATION 2020; 13:759-768. [PMID: 32162490 DOI: 10.1002/ase.1956] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2019] [Revised: 03/04/2020] [Accepted: 03/05/2020] [Indexed: 06/10/2023]
Abstract
In mainland China, histology and embryology (HE) are taught in one course as an essential component of medical curricula. The effectiveness of HE courses directly affects the quality of medical students. To determine the present situation and changes in HE teaching in Chinese medical schools, a nationwide survey was conducted among the HE departmental leaders. In total, 66 responses were included in the study, representing prominent Chinese mainland medical schools. The results revealed that most HE teachers have medical educational backgrounds; an increasing number of teaching staff with PhDs have joined the teaching staffs. A range of 71 to 90 HE curriculum contact hours is predominant. The ratio of theory to practice for HE contact hours is 1:1 at half of the surveyed medical schools. The numbers of students in each laboratory are less than 30 and from 31 to 60 at 23 and 36 medical schools, respectively. Virtual microscopy is employed in 40% of the surveyed medical schools. Didactic teaching is the most common strategy, although new teaching approaches are being employed gradually. During the past 20 years, both the total number of HE teachers and the number of HE teachers with medical educational backgrounds have been reduced in at least half of the surveyed schools. A total of 83.33% of the surveyed schools have reduced their HE contact hours. Almost half of the Chinese medical schools remained unchanged in both their ratio of theory to practice and the number of students in each laboratory. The data derived from this study help to understand the development of the HE discipline at Chinese medical schools.
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MESH Headings
- China
- Curriculum/statistics & numerical data
- Curriculum/trends
- Education, Medical, Undergraduate/history
- Education, Medical, Undergraduate/organization & administration
- Education, Medical, Undergraduate/statistics & numerical data
- Education, Medical, Undergraduate/trends
- Educational Measurement/history
- Educational Measurement/methods
- Educational Measurement/statistics & numerical data
- Embryology/education
- Histology/education
- History, 21st Century
- Humans
- Schools, Medical/history
- Schools, Medical/organization & administration
- Schools, Medical/statistics & numerical data
- Schools, Medical/trends
- Students, Medical/statistics & numerical data
- Teaching/history
- Teaching/organization & administration
- Teaching/trends
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Affiliation(s)
- Xin Cheng
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Lap Ki Chan
- Macau University of Science and Technology, Macao SAR, People's Republic of China
| | - He Li
- Department of Histology and Embryology, Hubei University of Medicine, Shiyan, People's Republic of China
| | - Xuesong Yang
- Department of Histology and Embryology, Medical College, Jinan University, Guangzhou, People's Republic of China
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GONCHARUK M, LEİTE CAVALCANTİ A, STOİKA O, HLİUDZYK-SHEMOTA M, BOYKİV A, DEVİATKO Y. SATISFACTION WITH DENTAL AND MEDICAL EDUCATION QUALITY AMONG FOREIGN STUDENTS CONSIDERING NON-NATIVE ENGLISH-SPEAKING ORIGIN OF THE TEACHERS. CUMHURIYET DENTAL JOURNAL 2020. [DOI: 10.7126/cumudj.773890] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
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Rezende AB, de Oliveira AGF, Vale TC, Teixeira LAS, Lima ARA, Lucchetti ALG, Lucchetti G, Tibiriçá SHC, Ezequiel OS. Comparison of Team-Based Learning versus Traditional Lectures in Neuroanatomy: Medical Student Knowledge and Satisfaction. ANATOMICAL SCIENCES EDUCATION 2020; 13:591-601. [PMID: 31626726 DOI: 10.1002/ase.1926] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2018] [Revised: 10/08/2019] [Accepted: 10/14/2019] [Indexed: 05/20/2023]
Abstract
Neuroanatomy is often considered a difficult subject to teach, due to its broad scope, multitude of terms, and high degree of complexity. Thus, newer educational strategies that facilitate learning while also stimulating students by allowing increased student autonomy and group discussions should be carefully considered. This study aimed to evaluate the impact of introducing team-based learning (TBL) in the traditional discipline of neuroanatomy and to measure student knowledge acquisition and perception relative to traditional lectures (TL). A quasi-experimental, nonrandomized study was performed using two consecutive TBL classes (intervention group, n = 157 students, 25% content using TBL) with a TL class (control group, n = 76). Team-based learning sessions included all stages according to the classic description of the method. Student knowledge acquisition was assessed in regularly scheduled tests during the discipline, and their perception regarding TBL was evaluated using a questionnaire (developed by the authors). The groups presented a similar sociodemographic profile (sex and age) and the same performance in another anatomy discipline before the study. Team-based learning was significantly associated with greater acceptance, higher motivation, better student perception, and feelings that the methodology was able to integrate clinical and basic sciences. Nevertheless, according to tests, knowledge acquisition was similar between the TBL and lectures. In conclusion, since TBL is comparable to TL for knowledge acquisition, TBL seems to be a promising strategy to improve the teaching of neuroanatomy in medical schools. It fosters group discussions and increases satisfaction and the perception of integration between clinical and basic sciences.
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Affiliation(s)
- Alice B Rezende
- Department of Anatomy, Federal University of Juiz de Fora, Juiz de Fora, Brazil
- Department of Medical Education, Federal University of Juiz de Fora, Juiz de Fora, Brazil
| | | | - Thiago C Vale
- Department of Internal Medicine, Federal University of Juiz de Fora, Juiz de Fora, Brazil
| | - Luciana A S Teixeira
- Department of Internal Medicine, Federal University of the Triângulo Mineiro, Uberaba, Brazil
| | - Alba R A Lima
- Department of Molecular Biology, Faculty of Medicine of São José do Rio Preto, São José do Rio Preto, Brazil
| | - Alessandra L G Lucchetti
- Department of Medical Education, Federal University of Juiz de Fora, Juiz de Fora, Brazil
- Department of Internal Medicine, Federal University of Juiz de Fora, Juiz de Fora, Brazil
| | - Giancarlo Lucchetti
- Department of Medical Education, Federal University of Juiz de Fora, Juiz de Fora, Brazil
- Department of Internal Medicine, Federal University of Juiz de Fora, Juiz de Fora, Brazil
| | - Sandra H C Tibiriçá
- Department of Medical Education, Federal University of Juiz de Fora, Juiz de Fora, Brazil
- Department of Internal Medicine, Federal University of Juiz de Fora, Juiz de Fora, Brazil
| | - Oscarina S Ezequiel
- Department of Medical Education, Federal University of Juiz de Fora, Juiz de Fora, Brazil
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Ngoc PN, Cheng CL, Lin YK, Wu MS, Chu JS, Tang KP. A meta-analysis of students' readiness assurance test performance with team-based learning. BMC MEDICAL EDUCATION 2020; 20:223. [PMID: 32664911 PMCID: PMC7362536 DOI: 10.1186/s12909-020-02139-9] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2019] [Accepted: 07/02/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Team-based learning (TBL) is increasingly being utilized across medical fields by engaging students in small group discussions. The readiness assurance test (RAT) is an essential feature that differentiates TBL from problem-based learning (PBL) activity sequences. No publication has discussed differences in the RAT in TBL in medical schools. The purpose of this meta-analysis study was to examine the performance of learners in terms of group RAT (GRAT) and individual RAT (IRAT) scores in TBL for students of healthcare professions. METHODS Databases, including PubMed and Cochrane were searched using several terms. We assessed the quality of included studies and conducted a meta-analysis. RESULTS In total, 11 studies with 1575 participants were identified. Quality assessment scores of these studies ranged 4 ~ 7. Mean GRAT scores were significantly higher than mean IRAT scores (standardized mean difference (SMD) = 2.027, 95% confidence interval (CI) = 1.657 ~ 2.486, p heterogeneity < 0.001). Although the test of subgroup differences was insignificant (p = 0.113), the nursing-only subgroup showed much better performance in the GRAT than the IRAT (SMD = 2.3CI: 95% CI = 2.0 ~ 2.6, I2 = 48.77%) compared to the others subgroup which included students from different majors. The subgroup analysis explained the heterogeneity in the overall analysis. Because of inadequate information from these 11 studies, a meta-regression could not explore the source of heterogeneity in terms of the mean age, duration of the intervention, preparation time before the RAT, and previous TBL experienced by students. CONCLUSIONS Students achieved significantly higher scores for the GRAT than for the IRAT, especially the group which only included nursing students, which implies excellent collaboration in the group of nursing students.
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Affiliation(s)
- Phan Nguyen Ngoc
- International Master's Program in Health Care Administration, College of Management, Taipei Medical University, Taipei, Taiwan
| | - Chao-Ling Cheng
- Division of Gastroenterology and Hepatology, Department of Internal Medicine, Taipei Municipal Wanfang Hospital, Taipei Medical University, Taipei, Taiwan
| | - Yen-Kuang Lin
- Graduate Institute of Data Science, Taipei Medical University, Taipei, Taiwan
| | - Ming-Shun Wu
- Division of Gastroenterology and Hepatology, Department of Internal Medicine, Taipei Municipal Wanfang Hospital, Taipei Medical University, Taipei, Taiwan
- Department of Internal Medicine, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
| | - Jan-Show Chu
- Department of Pathology, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
| | - Kung-Pei Tang
- Department of Education and Humanities in Medicine, School of Medicine, College of Medicine, Taipei Medical University, 250 Wuxing Street, Xinyi District, Taipei, 11031, Taiwan.
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Bailey RL, Kiesel VA, Lobene AJ, Zou P. Redesigning an Undergraduate Nutrition Course through Active Learning and Team-Based Projects Enhances Student Performance. Curr Dev Nutr 2020; 4:nzaa039. [PMID: 32328539 PMCID: PMC7164483 DOI: 10.1093/cdn/nzaa039] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2019] [Revised: 02/18/2020] [Accepted: 03/11/2020] [Indexed: 11/14/2022] Open
Abstract
Team-based active learning has been associated with enhanced communication and critical thinking skills, and improved clinical competency in other allied-health disciplines, but little is known about this pedagogical technique in nutrition. This study compared content retention and perceptions of a team-based, active learning course redesign intervention in an undergraduate nutrition class pre- (n = 32) and post- (n = 43) intervention. Assessment scores improved overall (69% to 75%; P < 0.01) and within 3 content domains: dietary guidelines (75% to 84%; P = 0.03), the exchange system (38% to 49%; P < 0.01), and dietary assessment (59% to 73%; P < 0.01). Thus, incorporation of team-based active learning was effective in improving content knowledge in undergraduate nutrition students as assessed by performance on exam questions overall and in some but not all content domains. Nonsignificant changes in student evaluations suggest that this is an acceptable, noninferior strategy to facilitate learning in undergraduate courses.
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Affiliation(s)
- Regan L Bailey
- Department of Nutrition Science, Purdue University, West Lafayette, IN, USA
| | - Violet A Kiesel
- Department of Nutrition Science, Purdue University, West Lafayette, IN, USA
| | - Andrea J Lobene
- Department of Nutrition Science, Purdue University, West Lafayette, IN, USA
| | - Peishan Zou
- Department of Nutrition Science, Purdue University, West Lafayette, IN, USA
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Wu S, Pan S, Ren Y, Yu H, Chen Q, Liu Z, Guo Q. Existing contradictions and suggestions: flipped classroom in radiology courses of musculoskeletal disease under Chinese medical educational mode from medical imaging student perspective. BMC MEDICAL EDUCATION 2020; 20:75. [PMID: 32183794 PMCID: PMC7077131 DOI: 10.1186/s12909-020-1991-2] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2018] [Accepted: 03/03/2020] [Indexed: 05/25/2023]
Abstract
BACKGROUND Flipped classrooms have already begun to be used in many universities aboard, and they now make up for some of the short comings of the traditional classroom. We introduced the concept of flipped classrooms into a radiology class in China and evaluated the students' performance to find out whether it was a better learning method. Furthermore, we have attempted to identify the problems of application of flipped classrooms (as practiced under the Chinese education system) and make suggestions. METHODS Facilities made videos and prepared clinical cases and short lectures for the flipped classroom. A total of 55 undergraduate radiology students were asked to finish pre-class learning and pre-learning assessment, participate in a flipped classroom about bone malignant tumours, and complete questionnaires. Teachers were also need to finish the survey. RESULTS 1) The students showed good performances in the pre-learning assessment. The mean scores for three pre-learning assessment were 89.77, 96.54, and 93.71, respectively; the median scores were 90, 97.5, and 94, respectively. 2) After they attended the flipped classroom, their mastery of knowledge (case-solving skills, basic feature command, comparison ability, and overall knowledge command) showed improvements; after flipped classroom, the scores for these knowledge factors improved to 81.25, 85.42, 85.42, and 85.42%, respectively, compared to the scores they obtained before taking the flipped classroom (1.25, 68.75, 64.58, and 72.92% respectively). 3) The students' discussion time and student-teacher-communication time increased, and the students' questions were solved satisfactorily. 4) CTDI-CV showed no improvement in critical thinking skills after taking the course. 5) The time spent in previewing (pre-class video watching, material reading, and pre-learning assessment) increased significantly. CONCLUSIONS Flipped classrooms, when tested in a radiology classroom setting, show many advantages, making up for some inadequacies of didactic classrooms. They provide students with better learning experiences. We can continue to practice flipped classroom methods under the curriculum, but we still need to make improvements to make it more suitable for the Chinese medical education mode.
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Affiliation(s)
- Su Wu
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, China
- Medical imaging, China Medical University, Shenyang, China
| | - Shinong Pan
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, China
| | - Ying Ren
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, China
| | - Hong Yu
- Office of Educational Administration, Shengjing Hospital of China Medical University, Shenyang, China
| | - Qi Chen
- Office of Educational Administration, Shengjing Hospital of China Medical University, Shenyang, China
| | - Zhaoyu Liu
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, China
| | - Qiyong Guo
- Department of Radiology, Shengjing Hospital of China Medical University, Shenyang, China
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Leonard G, Ariyanayagam D, Varma P, Reuben M. Yes. But does medical education produce better doctors? EDUCATION FOR PRIMARY CARE 2020; 31:127. [DOI: 10.1080/14739879.2020.1726212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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Geographic Trends in Team-based Learning (TBL) Research and Implementation in Medical Schools. HEALTH PROFESSIONS EDUCATION 2020. [DOI: 10.1016/j.hpe.2019.11.005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
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Team-based learning for teaching musculoskeletal ultrasound skills: a prospective randomised trial. Eur J Trauma Emerg Surg 2020; 47:1189-1199. [PMID: 31925451 DOI: 10.1007/s00068-019-01298-9] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Accepted: 12/31/2019] [Indexed: 10/25/2022]
Abstract
OBJECTIVE The aim of this prospective randomised trial was to assess the impact of the team-based learning approach on basic musculoskeletal ultrasound skills in comparison to both peer-assisted and conventional teaching and to examine the influence of gender and learning style on learning outcomes. METHODS In this prospective randomised trial, we randomly assigned 88 students to 3 groups: team-based learning (n = 19), peer-assisted learning (n = 36) and conventional teaching (n = 33). Pre-existing knowledge was assessed using a multiple-choice (MC) exam. Student performance after completing the course was measured using an Objective Structured Clinical Examination (OSCE) and a second MC exam. Students were asked to complete Kolb's Learning Style Inventory and to evaluate the course. RESULTS There was a significant gain in theoretical knowledge for all students (p < 0.001). The team-based learning groups' performance proved to be significantly superior on the OSCE (p = 0.001). As gender had no significant effect on practical or theoretical performance, learning style was linked to differences in the practical outcome. An evaluation showed overall satisfaction with the course and with the respective teaching methods. CONCLUSION Team-based learning proved to be superior to peer-assisted and conventional teaching of musculoskeletal ultrasound skills.
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Seo Y, Roh YS. Effects of pressure ulcer prevention training among nurses in long-term care hospitals. NURSE EDUCATION TODAY 2020; 84:104225. [PMID: 31698290 DOI: 10.1016/j.nedt.2019.104225] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2019] [Revised: 06/27/2019] [Accepted: 09/17/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Nurses caring for elderly patients with a high risk of pressure ulcer at long-term care hospitals require the necessary knowledge, behaviors, and attitudes regarding preventing pressure ulcers. OBJECTIVES To identify the effects of pressure ulcer prevention training on nurses' knowledge, behaviors, and attitudes regarding pressure ulcer prevention. DESIGN A comparison group pretest-posttest design. SETTINGS Long-term care hospitals in a metropolitan area of the Republic of Korea. PARTICIPANTS Participants were conveniently assigned to team-based learning (n = 30) or lecture-based learning (n = 30) groups. METHODS We examined pre-post differences in the scores for pressure ulcer prevention knowledge, behaviors, and attitudes in each group using the paired t-test. Additionally, pre-post difference scores were compared between the two groups using the independent samples t-test. RESULTS Both groups exhibited significant increases in scores for pressure ulcer prevention knowledge, behaviors, and attitudes after the intervention as compared before it. However, we found no significant differences in the pre-post difference scores for any of the variables between the two groups. CONCLUSIONS Pressure ulcer prevention training, regardless of whether it utilizes team-based or lecture-based learning, is useful for enhancing nurses' pressure ulcer prevention knowledge, behaviors, and attitudes. Further study is needed to verify the longitudinal effects of pressure ulcer prevention training on nurses' actual performance and the incidence of pressure ulcers among patients.
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Affiliation(s)
- Yukyeong Seo
- Graduate School of Nursing and Health Professions, Chung-Ang University, Seoul, Republic of Korea
| | - Young Sook Roh
- Red Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro Dongjak-gu, Seoul 06974, Republic of Korea.
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Tulloch LG, Relan A, Curello J, Martin E, Patel R, Vijayan T. Using Modified Team-Based Learning to Teach Antimicrobial Stewardship to Medical Students: One Institution's Approach. MEDICAL SCIENCE EDUCATOR 2019; 29:1179-1185. [PMID: 34457601 PMCID: PMC8368895 DOI: 10.1007/s40670-019-00804-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Educational interventions are a critical feature of antimicrobial stewardship programs. Most of these interventions target practicing physicians whose prescribing habits are usually difficult to influence. Consequently, there has been increasing interest in familiarizing early learners with the principles of antimicrobial stewardship. However, there is limited data regarding the utility of active learning interventions, such as team-based learning (TBL), for this purpose. In this article, we report the results of a post-course survey eliciting the opinions of the 168 second year medical students who completed the first implementation of a modified TBL course on antimicrobial stewardship. The course consisted of two 120-min modules, each of which guided participant students through most of the characteristic stages of TBL. The post-course survey was analyzed using qualitative and quantitative methodologies. In general, students found the readiness assurance testing, application activity, and team dynamics of TBL effective and the webcasts, used for pre-class preparation, ineffective. This study offers a first glimpse into the attitudes of pre-clinical medical students toward TBL as a strategy for introducing antimicrobial stewardship. It can serve as a roadmap for educators contemplating the implementation of a similar program at their institution and as a launching pad for research on the effects of this type of intervention on physician prescribing habits.
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Affiliation(s)
- Luis Gonzaga Tulloch
- Puget Sound Veterans Affairs Healthcare System, Hospital and Specialty Medicine, 1660 S. Columbian Way, S-111-MED, Seattle, WA USA
| | - Anju Relan
- David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA USA
| | - Jennifer Curello
- David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA USA
| | - Elise Martin
- University of Pittsburg Medical Center, Pittsburg, PA USA
| | - Roma Patel
- David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA USA
| | - Tara Vijayan
- David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA USA
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Schmidt HG, Rotgans JI, Rajalingam P, Low-Beer N. A Psychological Foundation for Team-Based Learning: Knowledge Reconsolidation. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:1878-1883. [PMID: 31149922 DOI: 10.1097/acm.0000000000002810] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
Although team-based learning is a popular instructional approach, little is known about its psychological foundation. In this Perspective, the authors propose a theoretical account of the psychological mechanisms through which team-based learning works. They suggest a knowledge reconsolidation hypothesis to explain how the distinct phases of team-based learning enable students to learn. Knowledge reconsolidation is the process whereby previously consolidated knowledge is retrieved from memory with the purpose of actively consolidating it again. Reconsolidation aims to preserve, strengthen, and adjust knowledge that is already stored in long-term memory. This process is generally considered an important reason why people who reactivate what they have previously learned many times develop knowledge structures that are extremely stable and easily retrieved.The authors propose that 4 psychological mechanisms enable knowledge reconsolidation, each of which is tied to a distinct phase of team-based learning: retrieval practice, peer elaboration, feedback, and transfer of learning. Before a team-based learning session, students engage in independent, self-directed learning that is often followed by at least one night of sleep. The latter is known to facilitate synaptic consolidation in the brain. During the actual team-based learning session, students are first tested individually on what they learned, then they discuss the answers to the test with a small group of peers, ask remaining "burning questions" to the teacher, and finally engage in a number of application exercises.This knowledge reconsolidation hypothesis may be considered a framework to guide future research into how team-based learning works and its outcomes.
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Affiliation(s)
- Henk G Schmidt
- H.G. Schmidt is professor of psychology, Department of Psychology, Erasmus University, Rotterdam, the Netherlands. J.I. Rotgans is assistant professor of medical education, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore. P. Rajalingam is senior lecturer of medical education, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore. N. Low-Beer is professor and vice dean of education, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
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Lang B, Zhang L, Lin Y, Han L, Zhang C, Liu Y. Team-based learning pedagogy enhances the quality of Chinese pharmacy education: a systematic review and meta-analysis. BMC MEDICAL EDUCATION 2019; 19:286. [PMID: 31357986 PMCID: PMC6664710 DOI: 10.1186/s12909-019-1724-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2019] [Accepted: 07/23/2019] [Indexed: 05/24/2023]
Abstract
BACKGROUND Recent years have witnessed the wide application of team-based learning(TBL) pedagogy in Chinese pharmacy education. However, the relevant systematic review evaluating the effects of such new pedagogical approach has not been established. The present study was designed to examine systematically the effect of using TBL approach in pharmacy education in China. METHODS Six databases were searched from the inception to January 2019. The studies reporting the performance of pharmacy students in Chinese university or college receiving TBL pedagogy compared to those receiving traditional lecture-based learning (LBL) were enrolled to be analyzed. Scores of the objective theoretical test were considered as the primary outcome, and the results from questionnaires about the number of students who approved the effects of TBL pedagogy on improving their learning enthusiasm, self-study ability, thinking ability, and communication skills were considered as the secondary outcome. A meta-analysis 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 1271 students in 12 studies published from 2013 to 2018 were enrolled in present analysis. Compared with traditional LBL pedagogy, TBL pedagogy exhibited more effectiveness in developing the objective tests scores of pharmacy students from both universities (SMD = 1.69, 95% CI [1.10, 2.28], p < 0.00001) and colleges (SMD = 4.37, 95% CI [1.33, 7.40], p < 0.00001), and such pedagogy applied well in experiments-oriented courses (SMD = 2.14, 95% CI [0.86, 3.43], p < 0.00001) and theory-oriented courses (SMD = 2.77, 95% CI [1.41, 4.14], p < 0.00001). In addition, it developed students' learning enthusiasm, students' self-study ability, thinking ability, and enhanced students' communication skills. CONCLUSIONS TBL pedagogy has developed rapidly and applied widely in Chinese pharmacy education during the last decade. The results indicated that such novel pedagogy is compatible with the present situation of Chinese pharmacy education. And it could be considered as an effective method to enhance both the theoretical test scores and various abilities of Chinese pharmacy students.
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Affiliation(s)
- Bingchen Lang
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
| | - Lingli Zhang
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China.
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China.
- Evidence-Based Pharmacy Center, West China Second University Hospital, Sichuan University, Chengdu, China.
| | - Yunzhu Lin
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
| | - Lu Han
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
| | - Chuan Zhang
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
| | - Yantao Liu
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
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Tawanwongsri W, Phenwan T. Reflective and feedback performances on Thai medical students' patient history-taking skills. BMC MEDICAL EDUCATION 2019; 19:141. [PMID: 31088550 PMCID: PMC6518691 DOI: 10.1186/s12909-019-1585-z] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2018] [Accepted: 04/30/2019] [Indexed: 05/15/2023]
Abstract
BACKGROUND Reflective practice (RP) plays a crucial role in encouraging learners to think critically and consciously about their performances. Providing constructive feedback can further enhance RP. But non-Western learners might face different learning barriers compared to learners in the West, where RP originated. METHODS In this retrospective study, we assessed RP and feedback performances on Thai medical students' patient history-taking skills. We applied RP and peer feedback, along with feedback from the instructors, during the history-taking sessions of the ten-week introduction course for fourth-year medical students. Twelve history-taking sessions were used for the analysis. Two instructors assessed students' reflective performance and categorised them into one of the six stages of Gibbs' reflective cycle; their feedback performances were analysed using Pendleton's model. We investigated the correlations between students' overall grade point average (GPAX) and patient history-taking scores on the Objective Structured Clinical Examination (OSCE). Students' opinions of the RP teaching method were also collected. RESULTS All (n = 48) students participated in our study. The students' mean age was 21.2 ± 0.5 years. The majority of the students were female (64.6%). The data indicated that 33 and 4% of the participants were categorised into the evaluation stage and action plan stage of Gibbs' reflective cycle, respectively. In addition, 22 and 15% of the participants were able to state what their peers did well and suggest how peers could improve their skills, respectively. All students passed the minimum passing level of four history-taking OSCE stations. Participants agreed that RP was a useful tool (mean 9.0, SD 0.1), which enhanced their thought processes (mean 8.4, SD 0.2) and future performances (mean 8.2, SD 0.2). However, there was no correlation between the students' highest Gibbs' reflection levels and their history-taking OSCE scores. CONCLUSIONS RP, together with feedback, proved to be a useful technique to help fourth-year Thai medical students improve their reflection skills, enhance their medical knowledge, and improve patient history-taking skills. Further study with longer monitoring is required to further explore negative and positive influential factors affecting students' achievement of better reflection performances.
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Affiliation(s)
- Weeratian Tawanwongsri
- School of Medicine, Walailak University, 222 Taiburi, Tha Sala, Nakhon Si Thammarat, 80161 Thailand
| | - Tharin Phenwan
- School of Medicine, Walailak University, 222 Taiburi, Tha Sala, Nakhon Si Thammarat, 80161 Thailand
- School of Nursing and Health Science, University of Dundee, Dundee, DD1 4HJ UK
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