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Wu P, Zhou Y, Lv W. Abdominal injuries: Online team-based training of senior medical students is preferred over online class-based training. World J Surg 2024; 48:1586-1592. [PMID: 38850102 DOI: 10.1002/wjs.12245] [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: 01/30/2024] [Accepted: 05/27/2024] [Indexed: 06/09/2024]
Abstract
OBJECTIVE To explore the application and effect of team-based learning (TBL) based on network platform in teaching surgical abdominal emergency. METHODS A total of 80 fourth-year medical students from our university's 5-year clinical medicine program were enrolled. They were randomly assigned to two groups: the control group (n = 40) used the online large class teaching method and the experimental group (n = 40) used the online TBL. The teaching effect of web-based TBL was evaluated by collecting the subjective evaluation of the experimental group and the objective test results of both groups through a questionnaire. RESULTS Online TBL was well-received by most students. More than 80% of them found the teaching method interesting, and more than 90% of them gave a high rating to the improvement of their learning ability with online TBL. The experimental group scored significantly higher than the control group in the objective tests (p < 0.05). CONCLUSION The network-based TBL is preferred by most students. TBL curricula are more conducive to medical student learning and engagement and have better learning outcomes.
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Affiliation(s)
- Ping Wu
- Department of Breast Surgery, Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Yiman Zhou
- Department of Urinary Surgery, Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Wenjie Lv
- Department of Breast Surgery, Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai, China
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Li T, Song R, Zhong W, Liao W, Hu J, Liu X, Wang F. Use of problem-based learning in orthopaedics education: a systematic review and meta-analysis of randomized controlled trials. BMC MEDICAL EDUCATION 2024; 24:253. [PMID: 38459551 PMCID: PMC10921736 DOI: 10.1186/s12909-024-05244-1] [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: 05/15/2023] [Accepted: 03/01/2024] [Indexed: 03/10/2024]
Abstract
BACKGROUND Currently, problem-based learning (PBL) has been widely used in many disciplines, but no systematic review has explored the advantages and disadvantages of PBL in orthopaedics education. METHODS We searched the PubMed, Cochrane Library, Embase, Web of Science, Scopus, Chongqing VIP Database (VIP), Chinese National Knowledge Infrastructure (CNKI), and Wanfang databases up to April 2023 to identify for relevant studies. Relevant studies were identified by using specific eligibility criteria, and data were extracted. RESULTS A total of 51 randomized controlled trials with 4268 patients were included. Compared with traditional education, PBL teaching yielded significantly higher knowledge scores (SMD=1.10, 95% CI: 0.78~1.41, P<0.00001), procedural skill scores and clinical skill scores than traditional teaching (SMD=2.07, 95% CI: 1.61~2.53, P<0.00001; SMD=1.20, 95% CI: 0.88~1.52, P<0.00001). Moreover, the total scores were higher in the PBL teaching group than in the traditional teaching group (MD=5.69, 95% CI: 5.11~6.26, P<0.00001). Students also expressed higher levels of interest and satisfaction in the PBL teaching group than in the traditional teaching group (OR=4.70, 95% CI: 3.20~6.93, P<0.00001; OR=5.43, 95% CI: 3.83~7.69, P<0.00001). However, there was less learning time and higher levels of learning pressure in the PBL teaching group (OR=0.12, 95% CI: 0.06~0.24, P<0.00001; OR=5.95, 95% CI: 3.16~11.23, P<0.00001). CONCLUSION Current evidence indicates that PBL teaching can increase knowledge scores, procedural skill scores, and clinical skill scores. Students have higher levels of interest in teaching and higher levels of teaching satisfaction in the PBL group. However, students can feel higher levels of study pressure and experience less study time. The findings of the current study need to be further verified in multicentre, double-blind and large-sample RCTs.
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Affiliation(s)
- Ting Li
- Department of Orthopaedics, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Ruohong Song
- Department of Cardiology, Sichuan Tianfu New District People's Hospital, Chengdu, 610213, China
| | - Wenjie Zhong
- Department of Orthopaedics, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
- Department of Postgraduate, Chengdu Sport University, Chengdu, 610041, China
| | - Wenao Liao
- Department of Orthopaedics, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
- Department of Postgraduate, University of Electronics Science and Technology of China, Chengdu, 610054, China
| | - Jiang Hu
- Department of Orthopaedics, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China
| | - Xilin Liu
- Department of Orthopaedics, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China.
| | - Fei Wang
- Department of Orthopaedics, Sichuan Provincial People's Hospital, University of Electronic Science and Technology of China, Chengdu, 610072, China.
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Zhang W, Wei J, Guo W, Wang Z, Chen S. Comparing the effects of team-based and problem-based learning strategies in medical education: a systematic review. BMC MEDICAL EDUCATION 2024; 24:172. [PMID: 38388937 PMCID: PMC10885648 DOI: 10.1186/s12909-024-05107-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2023] [Accepted: 01/29/2024] [Indexed: 02/24/2024]
Abstract
BACKGROUND Recently, there has been a concerted effort within medical schools to depart from conventional lecture-based learning approaches to alternative teaching methods such as team-based learning (TBL) and problem-based learning (PBL), with the aim of enhancing both student engagement and instructional efficacy. Despite this shift, a comprehensive review that directly compares the impacts of PBL and TBL methods in medical education is lacking. This study seeks to address this gap by conducting a meta-analysis that compares the effects of TBL and PBL in the context of medical education. METHODS Studies from Embase, PubMed, Web of Science, China National Knowledge Infrastructure, and Chinese Wanfang Database were searched, from inception to July 11, 2023. A meta-analysis was performed using Stata 14.0, and a total of 10 studies (including 752 participants) were included. The standardized mean difference (SMD) was used to estimate pooled effects. Heterogeneity was detected using the I2 statistic and further explored using meta-regression analysis. RESULTS Compared with PBL, TBL significantly increased the number of theoretical tests (SMD = 0.37, 95% CI: 0.02-0.73). Additionally, TBL greatly improved teamwork skills compared with PBL. However, there were no significant differences between the TBL and PBL groups concerning practical skill scores, learning interest, or understanding skills. CONCLUSION TBL in the theoretical aspects of medical education appears to be more effective than PBL in improving theoretical test scores and teamwork skills, providing evidence for the implementation of TBL in medical education.
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Affiliation(s)
- Weilin Zhang
- Department of orthopaedics, Affiliated Hospital of Guangdong Medical University, Zhanjiang, PR China
| | - Jinsong Wei
- Department of orthopaedics, Affiliated Hospital of Guangdong Medical University, Zhanjiang, PR China
| | - Weixiong Guo
- Department of orthopaedics, Affiliated Hospital of Guangdong Medical University, Zhanjiang, PR China
| | - Zhongwei Wang
- Department of orthopaedics, Affiliated Hospital of Guangdong Medical University, Zhanjiang, PR China
| | - Siyuan Chen
- Department of orthopaedics, Affiliated Hospital of Guangdong Medical University, Zhanjiang, PR China.
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Shrivastava S, Shrivastava P. Justifying the inclusion of audience response system for the delivery of medical education. MULLER JOURNAL OF MEDICAL SCIENCES AND RESEARCH 2021. [DOI: 10.4103/mjmsr.mjmsr_4_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Smeby SS, Lillebo B, Slørdahl TS, Berntsen EM. Express Team-Based Learning (eTBL): A Time-Efficient TBL Approach in Neuroradiology. Acad Radiol 2020; 27:284-290. [PMID: 31186155 DOI: 10.1016/j.acra.2019.04.022] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2019] [Revised: 04/25/2019] [Accepted: 04/27/2019] [Indexed: 10/26/2022]
Abstract
RATIONALE AND OBJECTIVES Team-based learning (TBL) is a student-centred, teacher-directed instructional method that promotes active learning. The application phase of TBL stimulates group discussion and critical thinking, which could be useful for learning radiology. We designed and evaluated two modified TBL-sessions on computed tomography and magnetic resonance imaging diagnostics in neuroradiology. Our aim was to examine what effects engaging students in in-class team application tasks had on student learning. MATERIALS AND METHODS A cross-over study was conducted, including 105 third-year medical students using two modified TBL sessions as the active learning intervention compared with two traditional lectures as a control. Student learning was assessed by results on the neuroradiology part of the end-of-year written examination. Student engagement and perceptions were assessed using the Student Self-Report of Engagement Measure and an additional four Likert-type items. RESULTS There were no statistically significant differences in student scores on the examination. Students reported high levels of engagement, and reported being more satisfied overall with the TBL sessions than traditional lectures. Students rated the TBL sessions higher than lectures on ability to make difficult material comprehensible, ability to engage students and to give them feedback. CONCLUSION The modified TBL sessions halved in-class teaching time and by omitting the readiness assurance tests, there was more in-class time to focus on problem-solving of real clinical cases. Moreover, shorter sessions may ease implementation of TBL in the curriculum and allow for more frequent sessions. Students were more satisfied with eTBL than lectures, and reported high levels of engagement.
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Kim JY, Lee MK. Effect of Team-based Learning using Reflection Journal on Pregnancy Nursing Course for Nursing Students. KOREAN JOURNAL OF WOMEN HEALTH NURSING 2018; 24:404-413. [PMID: 37684946 DOI: 10.4069/kjwhn.2018.24.4.404] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2018] [Revised: 11/28/2018] [Accepted: 12/01/2018] [Indexed: 09/10/2023] Open
Abstract
PURPOSE To examine the applicability of a team-based learning using reflection journal in Women's Health Nursing for nursing students. METHODS This study had a nonequivalent control group non-synchronized design. Participants were 140 third-year undergraduate nursing students who agreed to participate in this study. The experimental group (n=70) received twice team-based learning using reflection journal about pregnancy nursing course while the control group (n=70) received only team-based learning. Data were analyzed with descriptive statistics, χ2 test, Fisher's exact test, and independent t-test using SPSS 23.0 program. RESULTS Compared to the control group, the experimental group reported significant positive changes in critical thinking (t=2.03, p=.044). Problem-solving, self-leadership, or academic self-efficacy of nursing college students was not significantly different between the two groups. CONCLUSION Team-based learning using reflection journal is an effective teaching strategy to enhance critical thinking of nursing students.
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Affiliation(s)
- Jin Young Kim
- Assistant Professor, Department of Nursing, Seoyeong University, Gwangju, Korea
| | - Mi Kyoung Lee
- Assistant Professor, Department of Nursing, Seoyeong University, Gwangju, Korea
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Reimschisel T, Herring AL, Huang J, Minor TJ. A systematic review of the published literature on team-based learning in health professions education. MEDICAL TEACHER 2017; 39:1227-1237. [PMID: 28664760 DOI: 10.1080/0142159x.2017.1340636] [Citation(s) in RCA: 104] [Impact Index Per Article: 14.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/02/2023]
Abstract
PURPOSE Summarize the published literature on team-based learning (TBL) in health professions education (HPE) using the TBL conceptual framework to identify gaps that can guide future research Methods: PubMed, Web of Science, ERIC, and Google Scholar were searched through May 2016 for English-language articles regarding the use of TBL in HPE. Reviewers independently extracted data and coded for the seven elements in Michaelsen's Model of TBL. RESULTS A total of 118 articles met inclusion criteria. The number of articles published yearly on TBL has grown steadily, more than tripling between 2011 and 2016. Most studies (55; 47%) involved undergraduate medical students and took place in the US (72; 61%). The most commonly studied framework component was Teacher and Learner Attitudes (97; 82%). Other commonly studied elements included Learning Outcomes (85; 72%) and Team Characteristics (25; 21%). Contextual Factors affecting TBL was addressed in one study. CONCLUSIONS A substantial body of literature examines the effect that TBL has on traditional measures of achievement. However, many dimensions of TBL have not been well studied, including Teacher Decisions about TBL, Contextual Factors that affect TBL, Learners' Engagement, and Pattern of Engagement within Teams. Future research in these areas could determine the best use of TBL in HPE.
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Affiliation(s)
- Tyler Reimschisel
- a Department of Pediatrics , Vanderbilt University Medical Center , Nashville , TN , USA
| | - Anna L Herring
- b Peabody College of Education and Human Development , Vanderbilt University , Nashville , TN , USA
| | - Jennifer Huang
- c Vanderbilt University School of Medicine , Nashville , TN , USA
| | - Tara J Minor
- a Department of Pediatrics , Vanderbilt University Medical Center , Nashville , TN , USA
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Obad AS, Peeran AA, Shareef MA, Alsheikh WJ, Kalagi DA, AlAmodi AA, Khan TA, Shaikh AA, Ganguly P, Yaqinuddin A. Assessment of first-year medical students' perceptions of teaching and learning through team-based learning sessions. ADVANCES IN PHYSIOLOGY EDUCATION 2016; 40:536-542. [PMID: 27836858 DOI: 10.1152/advan.00001.2016] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2016] [Revised: 08/16/2016] [Accepted: 09/23/2016] [Indexed: 06/06/2023]
Abstract
Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of <0.049, <0.035, and <0.031, respectively). Students who had prior teamwork experience rated TBL higher in terms of their learning experience compared with those who were rarely involved in team work. This study demonstrated that Alfaisal University first-year medical students perceived TBL positively as a teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL.
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Affiliation(s)
- Adam S Obad
- Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
| | - Ahmed A Peeran
- Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
| | | | - Wissal J Alsheikh
- Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
| | - Dana A Kalagi
- Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
| | - Abdulhadi A AlAmodi
- Department of Physiology and Biophysics, University of Mississippi Medical Center, Jackson, Mississippi
| | - Tehreem A Khan
- Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
| | - Abdul Ahad Shaikh
- Department of Physiology, Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
| | - Paul Ganguly
- Department of Anatomy and Genetics, Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia; and
| | - Ahmed Yaqinuddin
- Department of Medical Education, Alfaisal University College of Medicine, Riyadh, Kingdom of Saudi Arabia
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Antoun J, Nasr R, Zgheib NK. Use of technology in the readiness assurance process of team based learning: Paper, automated response system, or computer based testing. COMPUTERS IN HUMAN BEHAVIOR 2015. [DOI: 10.1016/j.chb.2015.01.003] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Fujikura T, Nemoto T, Takayanagi K, Kashimura M, Hayasaka Y, Shimizu K. A freshman orientation program to provide an overview of the medical learning roadmap. J NIPPON MED SCH 2014; 81:378-83. [PMID: 25744481 DOI: 10.1272/jnms.81.378] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
International accreditation of medical education was introduced in Japan in 2013 and is planning to be applied in late 2014 or 2015. Students will need to cope with the resulting changes and to recognize by what route they will learn medicine. Therefore, a freshman orientation course, which was based on problem-based learning (PBL) and had been held for first-year students, was modified as an awareness reform program in which students would learn "how to learn medicine." We investigated whether this program has led to useful changes in students' recognition of the way of learning in medical school and their directions as learners. The program was held for 114 first-year medical school students in 2013 and consisted of PBL tutorials, large-classroom lectures, simulation learning using role-play with simulated patients, and team-based learning (TBL), presented in this order. Learning modules that is made with an integration of the clinical sciences with the basic biomedical and the behavioral and social sciences were provided. A nonanonymous questionnaire survey asking" what learning methods are effective for you?" was conducted before and after completion of the course. Furthermore, group answers obtained in TBL were investigated. The score for the question" To what extent can you imagine your route of learning during your 6 years?" significantly increased from 3.1±0.99 (mean±SD) before the course to 3.5±0.88 (p<0.01) after the course. The score for the question" To what extent is the small-group learning, such as PBL, useful for you?" significantly increased from 3.9±0.73 to 4.2±0.71 (p<0.05). Group responses in TBL sessions indicated that students desired classes that presented tasks and regarded" emphasis on reflection" and" observation of senior physicians as role models" as the most important methods for learning interview skills. We believe students should acquire active learning attitudes as adults early in their 6 years of medical school. The level of understanding of" how to learn as adults" was 3.7 and indicated a moderate result. This course employed many educational strategies, and we believe it helped students understand what they learn and how to learn during their 6 years of medical and to get an overview of the learning roadmap.
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Affiliation(s)
- Terumichi Fujikura
- Center for Medical Education; Working Committee of the Small Group Learning, Nippon Medical School.
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Hur Y, Cho AR, Kim S. Review on the administration and effectiveness of team-based learning in medical education. KOREAN JOURNAL OF MEDICAL EDUCATION 2013; 25:271-277. [PMID: 25804961 PMCID: PMC8813396 DOI: 10.3946/kjme.2013.25.4.271] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/27/2013] [Revised: 11/09/2013] [Accepted: 11/10/2013] [Indexed: 05/30/2023]
Abstract
Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered: classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.
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Affiliation(s)
| | | | - Sun Kim
- Corresponding Author: Sun Kim Department of Medical Education, The Catholic University of Korea College of Medicine, 222 Banpo-daero, Seocho-gu, Seoul 137-701, Korea Tel: +82.2.2258.7203 Fax: +82.2.2258.7794
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