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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: 0] [Impact Index Per Article: 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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Mulugeta H, Zemedkun A. Implementation of Team-Based Learning for a Clinical Module of the Ethiopian Undergraduate Anesthesia Curriculum and Students' Perspectives: A Pilot Cross-Sectional Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1413-1424. [PMID: 38116477 PMCID: PMC10729834 DOI: 10.2147/amep.s437710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 12/13/2023] [Indexed: 12/21/2023]
Abstract
Introduction Team-based learning (TBL) is an active learning strategy that gives students the opportunity to apply conceptual information through a series of tasks that incorporate individual effort, team collaboration, and immediate feedback. This study aimed to report baseline TBL implementation in a clinical module of a fourth-year competency-based undergraduate anesthesia curriculum and explore the perspectives of students. Methods In April 2023, 18 students participated in two TBL sessions over two weeks, and readiness assurance test results and post-TBL evaluations were analyzed. Week one TBL implementation scores were compared with week two, establishing a longitudinal analysis over two points in time. Students also participated in an online survey to assess their views on the advantages and design of TBL, their perceptions of its best and worst features, and their suggestions for its implementation. Results Of 18 students, 16 (89%) responded to the survey. Most students believed that TBL was an effective educational strategy but expressed concern about the amount of time required for TBL preparation and the need for student readiness. The individual readiness assurance test scores did not differ significantly between weeks 1 and 2 (mean difference [MD] = 0.39, P= 0.519, 95% CI: -0.824 to 1.60). However, the students' median [IQR] team readiness assurance test scores increased significantly from week one to week two, from 8 [2] to 10 [1] (p = 0.004). Peer evaluation scores also showed a significant increase in week 2 (MD = 2.4, P = 0.001, 95% CI: -3.760 to -0.996). Conclusion TBL was successfully implemented for a clinical module at Dilla University-Ethiopia for the first time. Students perceived it positively, but some criticized its preparation time, workload, and minimal facilitator engagement. We suggest convenient and flexible scheduling personalized for each student's needs when TBL is applied for clinical modules.
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Affiliation(s)
- Hailemariam Mulugeta
- Department of Anesthesiology, College of Medicine and Health Science, Dilla University, Dilla, Ethiopia
| | - Abebayehu Zemedkun
- Department of Anesthesiology, College of Medicine and Health Science, Dilla University, Dilla, Ethiopia
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Chang YT, Yang YY, Li CP, Chen CH. Comparison between residents with a 6-year medical program and a 7-year medical program in terms of objective structured clinical examination performance in postgraduate year training in Taiwan: a 2-group pre- and post-test non-synchronized study. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2022; 19:13. [PMID: 35918140 PMCID: PMC9345762 DOI: 10.3352/jeehp.2022.19.13] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/14/2022] [Accepted: 05/31/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE In 2013, medical schools in Taiwan implemented a 6-year medical program that replaced the previous 7-year medical education program. The postgraduate year (PGY) program was also extended from 1 year to 2 years. The new program is characterized by diversified teaching, integration of medical skills, a system-oriented curriculum, and the implementation of primary care and clinical thinking training. The purpose of this study was to examine whether postgraduate residents who learned under the new program have better patient care skills than those who learned under the previous program. METHODS Of 101 residents in the PGY program at Taipei Veterans General Hospital, 78 were trained in the 6-year program, while 23 were trained in the 7-year program. During the PGY training, 2 objective structured clinical examinations (OSCEs) were used to evaluate clinical reasoning, communication skills, and procedural skills at the beginning of the training and after 11 months of training, respectively. The scores of each OSCE and the rate of improvement of the pre- and post-tests were analyzed. RESULTS Residents trained in the new program scored higher on clinical reasoning (P<0.001) and the total scores of the 3 tested skills (P=0.019) on the pre-test. In terms of improvement, residents educated in the previous system improved more in clinical reasoning than those educated in the new education system. CONCLUSION The new medical education program, which emphasizes clinical thinking, improved residents' clinical skills. The PGY program was effective in improving the clinical performance of residents who were educated in the previous system.
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Affiliation(s)
- Ya-Ting Chang
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan
- Department of Family Medicine, Taipei Veterans General Hospital, Taipei, Taiwan
- College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
| | - Ying-Ying Yang
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan
- College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
- Clinical Innovation Center, Taipei Veterans General Hospital, Taipei, Taiwan
| | - Chung-Pin Li
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan
- College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
| | - Chen-Huan Chen
- Department of Medical Education, Taipei Veterans General Hospital, Taipei, Taiwan
- College of Medicine, National Yang Ming Chiao Tung University, Taipei, Taiwan
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Lee CY, Jenq CC, Chandratilake M, Chen J, Chen MM, Nishigori H, Wajid G, Yang PH, Yusoff MSB, Monrouxe L. A scoping review of clinical reasoning research with Asian healthcare professionals. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:1555-1579. [PMID: 34254202 PMCID: PMC8610955 DOI: 10.1007/s10459-021-10060-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2020] [Accepted: 06/26/2021] [Indexed: 05/05/2023]
Abstract
Clinical reasoning is the thought process that guides practice. Although a plethora of clinical reasoning studies in healthcare professionals exists, the majority appear to originate from Western cultures. A scoping review was undertaken to examine clinical reasoning related research across Asian cultures. PubMed, SciVerse Scopus, Web of Science and Airiti Library databases were searched. Inclusion criteria included full-text articles published in Asian countries (2007 to 2019). Search terms included clinical reasoning, thinking process, differential diagnosis, decision making, problem-based learning, critical thinking, healthcare profession, institution, medical students and nursing students. After applying exclusion criteria, n = 240 were included in the review. The number of publications increased in 2012 (from 5%, n = 13 in 2011 to 9%, n = 22) with a steady increase onwards to 12% (n = 29) in 2016. South Korea published the most articles (19%, n = 46) followed by Iran (17%, n = 41). Nurse Education Today published 11% of the articles (n = 26), followed by BMC Medical Education (5%, n = 13). Nursing and Medical students account for the largest population groups studied. Analysis of the articles resulted in seven themes: Evaluation of existing courses (30%, n = 73) being the most frequently identified theme. Only seven comparative articles showed cultural implications, but none provided direct evidence of the impact of culture on clinical reasoning. We illuminate the potential necessity of further research in clinical reasoning, specifically with a focus on how clinical reasoning is affected by national culture. A better understanding of current clinical reasoning research in Asian cultures may assist curricula developers in establishing a culturally appropriate learning environment.
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Affiliation(s)
- Ching-Yi Lee
- Department of Neurosurgery, Chang Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
- Medical Education Research Center, Chang Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
| | - Chang-Chyi Jenq
- Medical Education Research Center, Chang Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
- Department of Nephrology, Chang Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
| | - Madawa Chandratilake
- Department of Medical Education, Faculty of Medicine, University of Kelaniya, Kelaniya, Taiwan
| | - Julie Chen
- Department of Family Medicine and Primary Care (FMPC) and Bau Institute of Medical and Health Sciences Education (BIMHSE), The University of Hong Kong, Hong Kong, China
| | - Mi-Mi Chen
- Medical Education Research Center, Chang Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
| | - Hiroshi Nishigori
- Center for Medical Education, Graduate School of Medicine, Nagoya University, Nagoya, China
| | - Gohar Wajid
- World Health Organization, Geneva, Switzerland
| | - Pai-Hsuang Yang
- Medical Education Research Center, Chang Gung Memorial Hospital Linkou Medical Center and Chang Gung University College of Medicine, Taoyuan, Taiwan
| | | | - Lynn Monrouxe
- School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Level 7, Susan Wakil Health Building D18, Sydney, NSW, 2006, Australia.
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Ulfa Y, Igarashi Y, Takahata K, Shishido E, Horiuchi S. A comparison of team-based learning and lecture-based learning on clinical reasoning and classroom engagement: a cluster randomized controlled trial. BMC MEDICAL EDUCATION 2021; 21:444. [PMID: 34419030 PMCID: PMC8379851 DOI: 10.1186/s12909-021-02881-8] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Accepted: 08/11/2021] [Indexed: 05/25/2023]
Abstract
BACKGROUND The lecture-based learning (LBL) implemented in most Indonesian nursing/midwifery schools underlies the students' lack of ability in clinical reasoning. Team-based learning (TBL) was proposed to improve the students' ability in clinical reasoning as it is applying a course concept of real complex scenarios. In this study, we aimed to assess and compare the effects of TBL and LBL of postpartum hemorrhage topics on the clinical reasoning and classroom engagement of midwifery students in Indonesia. METHODS We conducted a cluster randomized controlled trial to compare the effects of TBL and LBL. The unit was schools and random allocation was conducted using a simple random sampling method (i.e., coin flipping). There was 1 cluster in the intervention group (n = 62 students) and 1 cluster in the control group (n = 53 students). The students in the intervention group participated in a TBL class (90 min) three times, whereas the students in the control group attended an LBL class on postpartum hemorrhage topics. The primary outcome was the clinical reasoning on postpartum hemorrhage score measured at pre-test, post-test, and 2 weeks post-test. The secondary outcome was Classroom Engagement Survey (CES) score measured after each class finished. We used an unpaired t-test to evaluate the differences between the two groups. The baseline characteristics of the participants were compared using standardized difference. RESULTS We evaluated a total of 115 participants. Regarding the baseline characteristics, there was a small difference in the age, Grade Point Average and knowledge at pre-test between the intervention and control groups. The mean clinical reasoning on postpartum hemorrhage scores were significantly higher in the TBL students than in the LBL students at post-test (p < .001; Cohen's d = 1.41) and 2 weeks post-test (p < .001; Cohen's d = 1.50). The CES showed a significantly higher in the intervention group than in the control group. CONCLUSIONS TBL is an effective learning method for enhancing the clinical reasoning ability of students. This learning method allows for more independent and active learning. Having a strong background knowledge, and discussing cases comprehensively with peers can sharpen the clinical reasoning ability of students.
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Affiliation(s)
- Yunefit Ulfa
- Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan
| | - Yukari Igarashi
- Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan
| | - Kaori Takahata
- Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan
| | - Eri Shishido
- Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan
| | - Shigeko Horiuchi
- Graduate School of Nursing Science, St. Luke’s International University, Tokyo, Japan
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Ulfa Y, Igarashi Y, Takahata K, Horiuchi S. Effects of team-based learning about postpartum haemorrhage on learning outcomes and experience of midwifery students in Indonesia: A pilot study. Nurs Open 2021; 8:241-250. [PMID: 33318832 PMCID: PMC7729650 DOI: 10.1002/nop2.623] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2020] [Revised: 07/17/2020] [Accepted: 08/06/2020] [Indexed: 11/12/2022] Open
Abstract
Aim This pilot study aimed to evaluate the effects of team-based learning about postpartum haemorrhage on the learning outcomes and experience of midwifery students in Indonesia. Design One-group pre-test-post-test study. Methods This study enrolled 64 midwifery students as participants from an Indonesian health polytechnic school. This group attended two team-based learning class sessions (90 min weekly for 2 weeks) on postpartum haemorrhage. Student learning outcomes and experience were assessed quantitatively. Results The mean knowledge score (0-100) was significantly higher at post-test (mean = 85.9, SD 9.8) than at pre-test (mean = 61.4, SD 12.9) (p < .001). There was a significant difference in the mean clinical reasoning score (12-60) between post-test (mean = 35.4, SD 5.8) and pre-test (mean = 21.3, SD 7.9) (p < .001). Most students (98.4%) engaged in classroom activities.
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Affiliation(s)
- Yunefit Ulfa
- Graduate School of Nursing ScienceSt. Luke’s International UniversityTokyoJapan
| | - Yukari Igarashi
- Graduate School of Nursing ScienceSt. Luke’s International UniversityTokyoJapan
| | - Kaori Takahata
- Graduate School of Nursing ScienceSt. Luke’s International UniversityTokyoJapan
- Shonan Kamakura University of Medical SciencesKanagawaJapan
| | - Shigeko Horiuchi
- Graduate School of Nursing ScienceSt. Luke’s International UniversityTokyoJapan
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Karandish M. Comparison of individual and team readiness assurance tests in a modified team based learning method. J Dent Educ 2020; 84:1032-1036. [PMID: 32445598 DOI: 10.1002/jdd.12190] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2020] [Revised: 05/02/2020] [Accepted: 05/08/2020] [Indexed: 11/11/2022]
Abstract
OBJECTIVE Team based learning (TBL) is shown to have a positive impact on learning abilities. In this study, we compared the individual and group readiness assurance grades of dental students toward a modified TBL protocol for an orthodontic topic. METHODS All of the dentistry students in 2 different annual intakes from Shiraz University of Medical Sciences took part in the study. The references and methods for holding the class was presented to the vice dean of educational affairs and to the students. At the beginning of the session, individual readiness assurance test (iRAT) was held. Then, the students were asked to arrange in 15-member groups for a modified TBL exercise. Each group took part in the team readiness assessment test (tRAT) and draw concept maps of 5 major topics. Then, they presented their team work, discussed them, and concluded. At the end of the session, the students reported their attitude on the pre-constructed assay form. The data were analyzed with SPSS software 17, using paired T test and Wilcoxon signed rank test. RESULTS We observed statistically significant improvement in the tRAT score compared with iRAT in the male and female participants (P-value <0.001). More than 60% of the participants felt that TBL enhanced the overall satisfaction and pleasure from participation in class. CONCLUSIONS Based on our study, team work depicted significant improvement in the students' scores of an orthodontic topic. According to students, satisfaction with TBL was favorable and improved with additional experience.
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Affiliation(s)
- Maryam Karandish
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.,Orthodontic Department, Dental School, Shiraz University of Medical Sciences, Shiraz, Iran
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Wang W, Bi X, Zhu Y, Li X. Reforming teaching methods by integrating dental theory with clinical practice for dental students. PeerJ 2020; 8:e8477. [PMID: 32071811 PMCID: PMC7008813 DOI: 10.7717/peerj.8477] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2019] [Accepted: 12/27/2019] [Indexed: 12/02/2022] Open
Abstract
Background Transitioning from theoretical medicine to clinical practice is both an important and difficult process in dental education. Thus, there is an urgent need for teaching methods that can improve the ability of dental students to integrate dental theory with clinical practice. Methods First, we conducted training for problem-based learning based on real clinical cases for dental students. The students were then assigned to dentist/patient roles to rehearse and perform simulated clinical scenarios. Finally, questionnaires, clinical patient care scores, and performance assessments were utilized to evaluate and compare the effectiveness of this training with that of traditional teaching methods. Results Students’ abilities to treat and communicate with patients markedly improved after using this reformed teaching method. Among the 30 enrolled students, 29 liked the method, found it time-efficient, and believed that it could help enhance their problem-solving confidence and interest in prosthodontics. They also believed that this teaching method could help them gain a good understanding of related theoretical material, generally thought that the reformed teaching method was more valuable than the traditional approach, and would like to introduce it to others. Conclusion After the reformed teaching method was implemented, the students not only achieved better scholastically, but also demonstrated greater accuracy in diagnosing the conditions of patients and formulating treatment plans. They were also more frequently acknowledged by patients, indicating that this method is effective for dental students.
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Affiliation(s)
- Wei Wang
- Department of General Dentistry, School of Stomatology, China Medical University, Shenyang, China
| | - Xuewei Bi
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, School of Biological Science and Medical Engineering, Beihang University, Beijing, China.,Beijing Advanced Innovation Center for Biomedical Engineering, Beihang University, Beijing, China
| | - Yuhe Zhu
- Department of General Dentistry, School of Stomatology, China Medical University, Shenyang, China
| | - Xiaoming Li
- Key Laboratory for Biomechanics and Mechanobiology of Ministry of Education, School of Biological Science and Medical Engineering, Beihang University, Beijing, China.,Beijing Advanced Innovation Center for Biomedical Engineering, Beihang University, Beijing, China
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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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Chen M, Ni C, Hu Y, Wang M, Liu L, Ji X, Chu H, Wu W, Lu C, Wang S, Wang S, Zhao L, Li Z, Zhu H, Wang J, Xia Y, Wang X. Meta-analysis on the effectiveness of team-based learning on medical education in China. BMC MEDICAL EDUCATION 2018; 18:77. [PMID: 29636039 PMCID: PMC5894173 DOI: 10.1186/s12909-018-1179-1] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2016] [Accepted: 03/26/2018] [Indexed: 05/16/2023]
Abstract
BACKGROUND Team-based learning (TBL) has been adopted as a new medical pedagogical approach in China. However, there are no studies or reviews summarizing the effectiveness of TBL on medical education. This study aims to obtain an overall estimation of the effectiveness of TBL on outcomes of theoretical teaching of medical education in China. METHODS We retrieved the studies from inception through December, 2015. Chinese National Knowledge Infrastructure, Chinese Biomedical Literature Database, Chinese Wanfang Database, Chinese Scientific Journal Database, PubMed, EMBASE and Cochrane Database were searched. The quality of included studies was assessed by the Newcastle-Ottawa scale. Standardized mean difference (SMD) was applied for the estimation of the pooled effects. Heterogeneity assumption was detected by I2 statistics, and was further explored by meta-regression analysis. RESULTS A total of 13 articles including 1545 participants eventually entered into the meta-analysis. The quality scores of these studies ranged from 6 to 10. Altogether, TBL significantly increased students' theoretical examination scores when compared with lecture-based learning (LBL) (SMD = 2.46, 95% CI: 1.53-3.40). Additionally, TBL significantly increased students' learning attitude (SMD = 3.23, 95% CI: 2.27-4.20), and learning skill (SMD = 2.70, 95% CI: 1.33-4.07). The meta-regression results showed that randomization, education classification and gender diversity were the factors that caused heterogeneity. CONCLUSIONS TBL in theoretical teaching of medical education seems to be more effective than LBL in improving the knowledge, attitude and skill of students in China, providing evidence for the implement of TBL in medical education in China. The medical schools should implement TBL with the consideration on the practical teaching situations such as students' education level.
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Affiliation(s)
- Minjian Chen
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Chunhui Ni
- Experimental Teaching Center of Preventive Medicine, Nanjing Medical University, Nanjing, 211166 China
| | - Yanhui Hu
- Safety Assessment and Research Center for Drug, Pesticide and Veterinary Drug of Jiangsu Province, Nanjing Medical University, Nanjing, 211166 China
| | - Meilin Wang
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Lu Liu
- Department of Student Affairs, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Xiaoming Ji
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Haiyan Chu
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Wei Wu
- Department of Toxicology, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Chuncheng Lu
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Shouyu Wang
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Shoulin Wang
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Liping Zhao
- Office of School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Zhong Li
- Department of Nutrition and Food Hygiene, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Huijuan Zhu
- Department of Student Affairs, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Jianming Wang
- Department of Epidemiology, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Yankai Xia
- Department of Toxicology, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Xinru Wang
- Department of Toxicology, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
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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: 97] [Impact Index Per Article: 13.9] [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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Suárez-Cunqueiro MM, Gándara-Lorenzo D, Mariño-Pérez R, Piñeiro-Abalo S, Pérez-López D, Tomás I. Cooperative learning in 'Special Needs in Dentistry' for undergraduate students using the Jigsaw approach. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2017; 21:e64-e71. [PMID: 27418351 DOI: 10.1111/eje.12221] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/01/2016] [Indexed: 06/06/2023]
Abstract
INTRODUCTION The goals of this study were to (i) describe the use of the Jigsaw approach for the resolution of clinical cases by undergraduate students in the subject 'Special Needs in Dentistry' and (ii) assess the impact of its implementation on academic performance and the students' perception. MATERIALS AND METHODS The Jigsaw approach was applied to the fifth-year in the subject 'Special Needs in Dentistry', as part of the Dentistry degree curriculum of the University of Santiago de Compostela, during the academic years 2012/2013 and 2013/2014. A total of 109 dental students were enrolled in the study, and the final marks of the Jigsaw (n = 55) and the non-Jigsaw groups (n = 54) were compared. Students' perceptions on the Jigsaw technique were assessed using a 13-question questionnaire. RESULTS Academic performance based on the final examination mark for the Jigsaw and non-Jigsaw groups was 6.45 ± 1.49 and 6.13 ± 1.50, respectively. There were not students in the Jigsaw group who failed to attend the mandatory examination (0% vs. 12.96% in the non-Jigsaw group, P = 0.006). The questionnaire's internal consistency was 0.90. The mean value for all the questionnaire items was 3.80, with the highest response score of 4.35 for the statement 'I have seen the complexity that the resolution of a clinical case can involve'. CONCLUSION Based on the students' perceptions, the Jigsaw approach could contribute to a better understanding of the complexity of solving clinical cases in the subject 'Special Needs in Dentistry'. However, further investigations should be conducted to analyse the influence of this technique on students' academic performance in the field of clinical dentistry.
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Affiliation(s)
- M M Suárez-Cunqueiro
- Oral Sciences Research Group, Special Needs Unit, Department of Stomatology, School of Medicine and Dentistry, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
| | - D Gándara-Lorenzo
- Oral Sciences Research Group, Special Needs Unit, Department of Stomatology, School of Medicine and Dentistry, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
| | - R Mariño-Pérez
- Oral Sciences Research Group, Special Needs Unit, Department of Stomatology, School of Medicine and Dentistry, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
| | - S Piñeiro-Abalo
- Oral Sciences Research Group, Special Needs Unit, Department of Stomatology, School of Medicine and Dentistry, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
| | - D Pérez-López
- Oral Sciences Research Group, Special Needs Unit, Department of Stomatology, School of Medicine and Dentistry, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
| | - I Tomás
- Oral Sciences Research Group, Special Needs Unit, Department of Stomatology, School of Medicine and Dentistry, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
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Adler MS, Gallian DMC. Escola médica e Sistema Único de Saúde (SUS): criação do curso de medicina da Universidade Federal de São Carlos, SP, Brasil (UFSCar) sob perspectiva de docentes e estudantes. INTERFACE - COMUNICAÇÃO, SAÚDE, EDUCAÇÃO 2017. [DOI: 10.1590/1807-57622015.0455] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
A Universidade Federal de São Carlos (UFSCar) implantou seu curso de Medicina em 2006, com currículo baseado em competências e aprendizado prático integrado ao SUS. O objetivo deste trabalho é apresentar uma pesquisa com docentes e graduandos da Primeira Turma da Medicina-UFSCar, realizada por meio da metodologia da História Oral de Vida. As narrativas indicam que o currículo favoreceu o desenvolvimento de competências como: capacidade de busca, pensamento crítico-reflexivo e autogerenciamento do aprendizado, apesar de relatos sobre deficiências em infraestrutura. A prática integrada ao SUS, especialmente nas Unidades de Saúde da Família, aprimorou as dimensões intelectivas, relacionais e afetivas do cuidado, favorecendo a autonomia profissional.
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Chang HJ, Kang J, Ham BJ, Lee YM. A functional neuroimaging study of the clinical reasoning of medical students. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2016; 21:969-982. [PMID: 27230543 DOI: 10.1007/s10459-016-9685-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/16/2015] [Accepted: 05/09/2016] [Indexed: 06/05/2023]
Abstract
As clinical reasoning is a fundamental competence of physicians for good clinical practices, medical academics have endeavored to teach reasoning skills to undergraduate students. However, our current understanding of student-level clinical reasoning is limited, mainly because of the lack of evaluation tools for this internal cognitive process. This functional magnetic resonance imaging (fMRI) study aimed to examine the clinical reasoning processes of medical students in response to problem-solving questions. We recruited 24 2nd-year medical students who had completed their preclinical curriculum. They answered 40 clinical vignette-based multiple-choice questions during fMRI scanning. We compared the imaging data for 20 problem-solving questions (reasoning task) and 20 recall questions (recall task). Compared to the recall task, the reasoning task resulted in significantly greater activation in nine brain regions, including the dorsolateral prefrontal cortex and inferior parietal cortex, which are known to be associated with executive function and deductive reasoning. During the recall task, significant activation was observed in the brain regions that are related to memory and emotions, including the amygdala and ventromedial prefrontal cortex. Our results support that medical students mainly solve clinical questions with deductive reasoning involving prior knowledge structures and executive functions. The problem-solving questions induced the students to utilize higher cognitive functions compared with the recall questions. Interestingly, the results suggested that the students experienced some emotional distress while they were solving the recall questions. In addition, these results suggest that fMRI is a promising research tool for investigating students' cognitive processes.
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Affiliation(s)
- Hyung-Joo Chang
- Department of Medical Humanities, Korea University College of Medicine, 73 Inchon-ro, Seongbuk-gu, Seoul, 136-705, South Korea
| | - June Kang
- Department of Biomedical Sciences, Korea University College of Medicine, Seoul, South Korea
| | - Byung-Joo Ham
- Department of Psychiatry, Korea University College of Medicine, Seoul, South Korea
| | - Young-Mee Lee
- Department of Medical Humanities, Korea University College of Medicine, 73 Inchon-ro, Seongbuk-gu, Seoul, 136-705, South Korea.
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Okubo Y, Matsushita S, Takakuwa Y, Yoshioka T, Nitta K. Longitudinal PBL in Undergraduate Medical Education Develops Lifelong-Learning Habits and Clinical Competencies in Social Aspects. TOHOKU J EXP MED 2016; 238:65-74. [PMID: 26725844 DOI: 10.1620/tjem.238.65] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Problem-based learning (PBL) is popular in medical education in Japan. We wished to understand the influence of PBL on the clinical competence of medical residents, using self-assessment and observer assessment. Tokyo Women's Medical University (TWMU) implemented PBL longitudinally (long-time) for four years, and on this basis we analyzed whether long-time PBL education is useful for clinical work. A self-assessment questionnaire was sent to junior and senior residents who were alumni of several schools, and an observation-based assessment questionnaire to senior doctors instructing them. Respondents were asked if they had used the PBL process in daily clinical tasks, and if so in what processes. Senior doctors were asked whether TWMU graduates perform differently from graduates of other schools. TWMU graduates answered "used a lot" and "used a little" with regard to PBL at significantly higher rates than other graduates. As useful points of PBL, they mentioned extracting clinical problems, solving clinical problems, self-directed leaning, positive attitude, collaboration with others, presentation, doctor-patient relations, self-assessment, and share the knowledge with doctors at lower levels and students. Observer assessments of TWMU graduates by senior doctors represented them as adaptive, good at presenting, good at listening to others' opinions, practical, selfish, and eager in their instructional practice. Longitudinal PBL can be a good educational method to develop lifelong-learning habits and clinical competencies especially in terms of the social aspect.
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Affiliation(s)
- Yumiko Okubo
- Department of Medical Education, Tokyo Women's Medical University
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Currey J, Eustace P, Oldland E, Glanville D, Story I. Developing professional attributes in critical care nurses using Team-Based Learning. Nurse Educ Pract 2015; 15:232-8. [PMID: 25704795 DOI: 10.1016/j.nepr.2015.01.011] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2013] [Revised: 09/19/2014] [Accepted: 01/18/2015] [Indexed: 10/24/2022]
Abstract
Australian nurses prepare for specialty practice by undertaking postgraduate theoretical and clinical education in partnership models between universities and hospitals. In our global healthcare system, nurses require advanced critical thinking and strong communication skills to provide safe, high quality patient care. Yet, few education programs focus on developing these skills. Team-Based Learning (TBL) is a specific educational strategy that encourages and rewards students to think critically and solve clinical problems individually and in teams. The aim of this study was to investigate critical care nursing students' perceptions and experiences of TBL after it was introduced into the second half of their postgraduate specialty course. Following Ethics Committee approval, thirty-two students were invited to participate in an extended response questionnaire on their perceptions of TBL as part of a larger study. Data were analyzed thematically. Postgraduate students perceived their professional growth was accelerated due to the skills and knowledge acquired through TBL. Four themes underpinned the development and accelerated acquisition of specialty nurse attributes due to TBL: Engagement, Learning Effectiveness, Critical Thinking, and Motivation to Participate. Team-Based Learning offered deep and satisfying learning experiences for students. The early acquisition of advanced critical thinking, teamwork and communication skills, and specialty practice knowledge empowered nurses to provide safe patient care with confidence.
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Affiliation(s)
- Judy Currey
- School of Nursing and Midwifery, Deakin University, 221 Burwood Hwy, Burwood, Victoria, 3125, Australia.
| | - Paula Eustace
- School of Nursing and Midwifery, Deakin University, 221 Burwood Hwy, Burwood, Victoria, 3125, Australia
| | - Elizabeth Oldland
- School of Nursing and Midwifery, Deakin University, 221 Burwood Hwy, Burwood, Victoria, 3125, Australia.
| | - David Glanville
- Deakin University & Epworth Healthcare, School of Nursing and Midwifery, 221 Burwood Hwy, Burwood, Victoria, 3125, Australia.
| | - Ian Story
- Faculty of Health, Deakin University, 221 Burwood Hwy, Burwood, Victoria, 3125, Australia.
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Whittaker AA. Effects of Team-Based Learning on Self-Regulated Online Learning. Int J Nurs Educ Scholarsh 2015; 12:/j/ijnes.2015.12.issue-1/ijnes-2014-0046/ijnes-2014-0046.xml. [DOI: 10.1515/ijnes-2014-0046] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
AbstractOnline learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p < 0.001) of self-regulated learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.
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Affiliation(s)
- Alice A. Whittaker
- 1Ed.D, RN, Creighton University College of Nursing, Hastings-ML campus, 915 N. St. Joseph, Hastings, NE 68901, USA
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Burgess AW, McGregor DM, Mellis CM. Applying established guidelines to team-based learning programs in medical schools: a systematic review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2014; 89:678-88. [PMID: 24556770 PMCID: PMC4885587 DOI: 10.1097/acm.0000000000000162] [Citation(s) in RCA: 116] [Impact Index Per Article: 11.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
PURPOSE Team-based learning (TBL), a structured form of small-group learning, has gained popularity in medical education in recent years. A growing number of medical schools have adopted TBL in a variety of combinations and permutations across a diversity of settings, learners, and content areas. The authors conducted this systematic review to establish the extent, design, and practice of TBL programs within medical schools to inform curriculum planners and education designers. METHOD The authors searched the MEDLINE, PubMed, Web of Knowledge, and ERIC databases for articles on TBL in undergraduate medical education published between 2002 and 2012. They selected and reviewed articles that included original research on TBL programs and assessed the articles according to the seven core TBL design elements (team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the four S's [significant problem, same problem, specific choice, and simultaneous reporting], incentive structure, and peer review) described in established guidelines. RESULTS The authors identified 20 articles that satisfied the inclusion criteria. They found significant variability across the articles in terms of the application of the seven core design elements and the depth with which they were described. The majority of the articles, however, reported that TBL provided a positive learning experience for students. CONCLUSIONS In the future, faculty should adhere to a standardized TBL framework to better understand the impact and relative merits of each feature of their program.
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Affiliation(s)
- Annette W Burgess
- Dr. Burgess is executive officer, Central Clinical School, Faculty of Medicine, University of Sydney, Sydney, New South Wales, Australia. Ms. McGregor is research project officer, Workforce Education and Development Group, Faculty of Medicine, University of Sydney, Sydney, New South Wales, Australia. Professor Mellis is professor of medicine and associate dean, Central Clinical School, Faculty of Medicine, University of Sydney, Sydney, New South Wales, Australia
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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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Kumar D, Raina SK, Bhardwaj AK, Chander V. Capacity building of AYUSH practitioners to study the feasibility of their involvement in non-communicable disease prevention and control. Anc Sci Life 2013; 32:116-9. [PMID: 24167339 PMCID: PMC3807955 DOI: 10.4103/0257-7941.118552] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
BACKGROUND Sharing of public health knowledge and skills by professionals in allopathic system of medicine with Ayurveda, Yoga, and Naturopathy, Unani, Siddha and Homeopathy (AYUSH) professionals in India has always been considered as part of integrating the health system in India. But till date, a curriculum has not been framed for follow-up. MATERIALS AND METHODS A training course was developed for AYUSH professionals in India on the public health principles for the prevention and control of non-communicable diseases (NCDs). Three course chairs interacted with international and national public health and AYUSH experts, and the curriculum for a 3-month course was developed. RESULTS The curriculum comprised interactive lectures, problem-based exercise, field visits, and research protocol development. A total of four participants, nominated by the World Health Organization, India, were trained during the course, with significant (P = 0.00) improvement in knowledge from 53.2 to 80.0 points. CONCLUSION A novel and feasible public health course for complementary and alternative medicine professionals on the public health principles for NCDs' prevention and control is needed to bridge the demand gap for public health professionals in India.
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Affiliation(s)
- Dinesh Kumar
- Department of Community Medicine, Dr. R. P. Government Medical College, Tanda, Himachal Pradesh, India
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Xue H, Qian J, Wang L, Yuan X, Chen Y, Wu W, Chen Y, Sun K. 3C3R modified PBL pediatric teaching of Chinese medical students. PLoS One 2013; 8:e63412. [PMID: 23667610 PMCID: PMC3646730 DOI: 10.1371/journal.pone.0063412] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2012] [Accepted: 04/05/2013] [Indexed: 01/09/2023] Open
Abstract
A Content, Context, Connection and Researching, Reasoning, Reflecting (3C3R) model is a conceptual framework for problem-based learning (PBL) problem design. We introduced the 3C3R-PBL method into a pediatric teaching plan, and evaluated its effectiveness and feasibility. The 3C3R model was applied in a pediatric problem design teaching plan “why the lips turn purple when a baby is crying”. All students were assigned either into a traditional PBL course or into a 9-step 3C3R model PBL course (3C3R-PBL). The performance outcomes of both groups were compared. For the PBL group, the proportion of students scoring ≥4 for content, context, and problem design connection, was 90.8%, 80.3%, and 64.5% respectively, while for tutors, it was 71.4%, 71.4%, and 28.6%; for researching, reasoning, and reflecting, the proportion of students scoring ≥4 was 81.6%, 55.3%, and 40.8%, while for tutors, it was 71.4%, 100%, and 57.1%. The learning difficulty was not considered high with only 31.6% of students and 42.9% of tutors rating the task as difficult. For the 3C3R-PBL group, the proportion of students scoring content, context, and connection, ≥4 was 100%, 98.4%, and 90.5%, while for tutors it was 100%, 100%, 83.3%; for researching, reasoning, and reflecting, the proportion of students scoring ≥4 was 95.2%, 88.9%, and 76.2%, while for tutors it was 100% for all 3 R components. Students and tutors were convinced by the content, case context, research process and reasoning process of both teaching plans, while scores for connection and reflecting were significantly improved when the PBL plan was amended by a 3C3R model (p<0.05) and the case learning difficulty was statistically increased (p<0.05). The 3C3R model, evaluated for the first time in China, was helpful for effective and reliable problem design in a pediatric PBL teaching plan for Chinese students.
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Affiliation(s)
- Haihong Xue
- Department of Pediatric, Xinhua Hospital, School of Medicine, Shanghai Jiaotong University, Shanghai, China
| | - Jihong Qian
- Department of Pediatric, Xinhua Hospital, School of Medicine, Shanghai Jiaotong University, Shanghai, China
| | - Lianwen Wang
- Department of Pediatric, Xinhua Hospital, School of Medicine, Shanghai Jiaotong University, Shanghai, China
| | - Xiaojun Yuan
- Department of Pediatric, Xinhua Hospital, School of Medicine, Shanghai Jiaotong University, Shanghai, China
| | - Yi Chen
- Department of Pediatric, Xinhua Hospital, School of Medicine, Shanghai Jiaotong University, Shanghai, China
| | - Weilan Wu
- Department of Pediatric, Xinhua Hospital, School of Medicine, Shanghai Jiaotong University, Shanghai, China
| | - Yan Chen
- Department of Pediatric, Xinhua Hospital, School of Medicine, Shanghai Jiaotong University, Shanghai, China
| | - Kun Sun
- Department of Pediatric, Xinhua Hospital, School of Medicine, Shanghai Jiaotong University, Shanghai, China
- * E-mail:
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Khogali SE. Team-based learning: a practical guide: Guide Supplement 65.1--viewpoint 1. MEDICAL TEACHER 2013; 35:163-165. [PMID: 23327646 DOI: 10.3109/0142159x.2013.759199] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
The practical aspects and potential benefits of team-based learning (TBL) are outlined on the recent guide published by Parmelee et al. (2012). TBL provides a strategy for active student-centred collaborative learning which involves multiple small groups in a single classroom setting, incorporating many of the adult approaches to learning, more frequently seen in problem-based learning (PBL). A single teacher who is a content-expert, who need not have any experience in the group processes to deliver a successful session, instructs the student groups. Unlike PBL and traditional small group learning, TBL provides opportunities to hold each student accountable for their own performance and their individual contributions to the team (Parmelee et al. 2012). A limited search of 'PubMed' revealed that TBL is being used and evaluated internationally as an educational strategy, with virtually no published papers on TBL from the UK. This may suggest either little current interest on the use of TBL by UK medical educators or that the UK is currently not contributing a great deal to the literature on TBL. There may be a need to research the effectiveness and outcomes of TBL in a UK context of medical education.
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Affiliation(s)
- Shihab E Khogali
- Centre for Undergraduate Medicine, Medical Education Institute, School of Medicine, University of Dundee, Ninewells Hospital, Dundee, Scotland, UK.
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Fujikura T, Takeshita T, Homma H, Adachi K, Miyake K, Kudo M, Takizawa T, Nagayama H, Hirakawa K. Team-based Learning Using an Audience Response System: A Possible New Strategy for Interactive Medical Education. J NIPPON MED SCH 2013; 80:63-9. [DOI: 10.1272/jnms.80.63] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Affiliation(s)
- Terumichi Fujikura
- Academic Quality and Development Office, Nippon Medical School
- Department of Head & Neck and Sensory Organ Science, Graduate School of Medicine, Nippon Medical School
- Small Group Learning Working Committee, Nippon Medical School
| | - Toshiyuki Takeshita
- Division of Reproductive Medicine, Perinatology and Gynecologic Oncology, Graduate School of Medicine, Nippon Medical School
- Small Group Learning Working Committee, Nippon Medical School
| | - Hiroshi Homma
- Division of Cardiology, Hepatology, Geriatrics, and Integrated Medicine, Department of Internal Medicine, Graduate School of Medicine, Nippon Medical School
- Small Group Learning Working Committee, Nippon Medical School
| | - Kouji Adachi
- Department of Neurosurgery, Graduate School of Medicine, Nippon Medical School
- Small Group Learning Working Committee, Nippon Medical School
| | - Koichi Miyake
- Department of Biochemistry and Molecular Biology, and Division of Gene Therapy Research Center for Advanced Medical Technology, Nippon Medical School
- Small Group Learning Working Committee, Nippon Medical School
| | - Mitsuhiro Kudo
- Department of Pathology and Integrative Oncological Pathology, Nippon Medical School
- Small Group Learning Working Committee, Nippon Medical School
| | - Takami Takizawa
- Department of Molecular Medicine and Anatomy, Nippon Medical School
- Small Group Learning Working Committee, Nippon Medical School
| | - Hiroshi Nagayama
- Department of Neurological, Nephrological and Rheumatological Sciences, Graduate School of Medicine, Nippon Medical School
- Small Group Learning Working Committee, Nippon Medical School
| | - Keiko Hirakawa
- Department of Legal Medicine, Nippon Medical School
- Small Group Learning Working Committee, Nippon Medical School
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Lim WK. Dysfunctional problem-based learning curricula: resolving the problem. BMC MEDICAL EDUCATION 2012; 12:89. [PMID: 23009729 PMCID: PMC3532094 DOI: 10.1186/1472-6920-12-89] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2011] [Accepted: 09/17/2012] [Indexed: 05/23/2023]
Abstract
BACKGROUND Problem-based learning (PBL) has become the most significant innovation in medical education of the past 40 years. In contrast to exam-centered, lecture-based conventional curricula, PBL is a comprehensive curricular strategy that fosters student-centred learning and the skills desired in physicians. The rapid spread of PBL has produced many variants. One of the most common is 'hybrid PBL' where conventional teaching methods are implemented alongside PBL. This paper contends that the mixing of these two opposing educational philosophies can undermine PBL and nullify its positive benefits. Schools using hybrid PBL and lacking medical education expertise may end up with a dysfunctional curriculum worse off than the traditional approach. DISCUSSION For hybrid PBL schools with a dysfunctional curriculum, standard PBL is a cost-feasible option that confers the benefits of the PBL approach. This paper describes the signs of a dysfunctional PBL curriculum to aid hybrid PBL schools in recognising curricular breakdown. Next it discusses alternative curricular strategies and costs associated with PBL. It then details the four critical factors for successful conversion to standard PBL: dealing with staff resistance, understanding the role of lectures, adequate time for preparation and support from the administrative leadership. SUMMARY Hybrid PBL curricula without oversight by staff with medical education expertise can degenerate into dysfunctional curricula inferior even to the traditional approach from which PBL emerged. Such schools should inspect their curriculum periodically for signs of dysfunction to enable timely corrective action. A decision to convert fully to standard PBL is cost feasible but will require time, expertise and commitment which is only sustainable with supportive leadership.
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Affiliation(s)
- William K Lim
- Department of Paraclinical Sciences, Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak, Lot 77, KTLD Section 22, Jalan Tun Zaidi Adruce, Kuching, Sarawak 93150, Malaysia.
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