scholarly journals Is learning outcome after team based learning influenced by gender and academic standing?

2018 ◽  
Vol 47 (1) ◽  
pp. 58-66
Author(s):  
Saswati Das ◽  
Kajal Nandi ◽  
Priyanki Baruah ◽  
Sajib K. Sarkar ◽  
Binita Goswami ◽  
...  
Keyword(s):  
Learning Outcome ◽  
Academic Standing ◽  
Team Based Learning

scholarly journals How about including free-standing, open-ended questions for readiness assessment and application activities in team-based learning, in addition to MCQs?

2020 ◽  
Vol 44 (1) ◽  
pp. 62-64
Author(s):  
Elapulli Sankaranarayanan Prakash
Keyword(s):  
Learning Outcomes ◽  
Multiple Choice ◽  
Learning Outcome ◽  
Significant Problem ◽  
Multiple Choice Questions ◽  
Free Standing ◽  
Readiness Assessment ◽  
Specific Choice ◽  
Team Based Learning ◽  
Intended Learning Outcomes

In conventional team-based learning (TBL), readiness assurance test (RAT) items must be formatted as free-standing multiple-choice questions (MCQs). Even in the application phase of TBL, all teams must work on the same, significant problem and be required to make a specific choice and simultaneously report them to the whole class, which the MCQ format with predetermined answer choices allows. However, the founders of the TBL method rightly emphasize that the intended learning outcomes of a course using TBL underlie the design of the various components of TBL. The main point of this brief essay is to suggest that, if the ability to generate solutions to problems without predetermined answer choices is an intended learning outcome, it is advantageous to include carefully constructed free-standing, open-ended questions (OEQ) for both RAT and application activities in courses using TBL as the primary instructional method, in addition to the use of MCQs. Free-standing OEQs are OEQs not linked to an MCQ used for RAT or application activities. How this might be incorporated in what one may envision as TBL is discussed.

scholarly journals A Pilot Study of Team-based Learning in Pediatric Clerkship

2020 ◽  
Author(s):  
Luojia Xu ◽  
Yuanyuan Zhang ◽  
Yifang Chen ◽  
Yingchun Xu ◽  
Yujia Wang ◽  
...  
Keyword(s):  
Grade Point Average ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Control Group ◽  
Grade Point ◽  
School Of Medicine ◽  
Anonymous Questionnaire ◽  
Pediatric Clerkship ◽  
Team Based Learning ◽  
Case Based

Abstract Background Team-based learning (TBL) is widely used in health professions education. However, TBL implanted in pediatric clerkship is rare. Here we explore the efficacy and feasibility of TBL in pediatric clerkship. Methods We retrospectively reviewed the TBL course in pediatric clerkship in between August and October in 2019, at Children’s Hospital, Zhejiang University School of Medicine, Hangzhou, China. TBL group (with 107 students) compared to students from the prior year with case-based discussion (Control group, with 222 students). The learning outcomes were measured as theoretical exams when pediatric clerkship ended. The satisfaction of TBL was evaluated by an anonymous questionnaire in the TBL group. Results The grade point average before pediatric clerkship in the TBL group (3.58, 3.04–3.96) was similar to in Control group (3.62, 3.16-4.00). However theoretical exams in the TBL group (76, 67–82) were significantly higher than the control group (72, 64–78) (P = 0.002). Besides, 92.5% of students in the TBL group responded to the questionnaire with a satisfaction higher than 90%. Conclusions Our study demonstrated that TBL in pediatric clerkship was effective and feasible with a better learning outcome.

scholarly journals Team based learning in pathology: Lessons learned from a pilot study

2021 ◽  
Vol 52 (3) ◽  
pp. 181-186
Author(s):  
Shruti Bhargava ◽  
Mohnish Grover ◽  
Neeraj Verma ◽  
Monica Jain
Keyword(s):  
Pilot Study ◽  
Learning Outcome ◽  
Team Work ◽  
Learning Ability ◽  
Learning Method ◽  
Assessment Score ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Team Based Learning ◽  
Teaching Learning

Background: Team based learning (TBL) is an approach where students are organised in groups where they learn from each other. TBL is a student centric approach, which ensures active participation of each member and also promotes teamwork and learning ability. Looking at the teacher centric approach of the conventional teaching learning methods in medical education, where the students are mere passive learners and the sessions can be monotonous, TBL seems to be extremely relevant today as a more student centric teaching learning method. Aim of this study was to compare TBL with conventional teaching learning method (CTL). Methods: This randomised crossover study was conducted in the Department of Pathology, SMS Medical College, on 224 third semester medical students, wherein they were exposed to TBL session and their learning outcome and perception was compared to CTL. The data was analysed using Primer version 6 software. Results: In this study, there was a statistically significant improvement (p < 0.001) in the score of students after exposure to TBL. Also, there was a significant difference in the learning outcome of students of TBL (mean assessment score 7.21) as compared to CTL (mean assessment score 6.09). The student perception trends revealed a positive tilt towards TBL, wherein 70.98 % students agreed that TBL was a better learning strategy as compared to lectures. Conclusion: This pilot study concluded that TBL can be used as a supplement to the conventional lectures for improving the learning as well as team work and leadership skills of students.

Correlation between resiliency and learning outcome

2013 ◽  
Author(s):  
Maria ◽  
Widya Risnawaty
Keyword(s):  
Learning Outcome

Psychology teachers should try team-based learning: Evidence, concerns, and recommendations.

2020 ◽  
Vol 6 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Laura Madson ◽  
Yuliana Zaikman ◽  
Jamie S. Hughes
Keyword(s):  
Team Based Learning ◽  
Psychology Teachers

The effectiveness of team-based learning on academic outcomes: A meta-analysis.

2017 ◽  
Vol 3 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Sin-Ning Cindy Liu ◽  
A. Alexander Beaujean
Keyword(s):  
Academic Outcomes ◽  
Meta Analysis ◽  
Team Based Learning

Upaya Meningkatkan Hasil Belajar IPA pada Materi Keseimbangan Ekosistem melalui Penerapan Model Contextual Teaching And Learning (CTL) Siswa Kelas VI SD Negeri 1 Manggeng

2020 ◽  
Vol 1 (3) ◽  
pp. 333-340
Author(s):  
Syarifah Roswan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
Contextual Teaching ◽  
Data Collection Technique ◽  
Written Test ◽  
Academic Year

The purpose of this study was to increase the learning outcomes of IPA in the Ecosystem Balance mate-rial through the application of the Contextual Teaching And Learning (CTL) learning model for class VI students of SD Negeri 1 Manggeng for the 2017/2018 academic year. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two findings. Each cycle consists of planning, implementing, observing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question in-strument (written test). The learning outcome data were analyzed by means of percentage statistics. The results showed that the completeness of student learning outcomes increased from 66,67% in the first cycle and increased to 83,33% in the second cycle. The application of the Contextual Teaching And Learning (CTL) learning model can increase the learning outcomes of IPA in the Ecosystem Balance material of class VI SD Negeri 1 Manggeng for the 2017/2018 academic year

Pengaruh Penerapan Strategi Pemecahan Masalah dalam Pembelajaran Kooperatif Pendekatan Struktural Think Pair Share (TPS) Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 14 Pekanbaru

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Atma Murni ◽  
Rini Dian Anggraini ◽  
Sakur
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Research Design ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Structural Approach ◽  
Comparison Research ◽  
And Mathematics ◽  
Problem Solving Strategy ◽  
Solving Strategy

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan Strategi Pemecahan Masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru. Penelitian ini menggunakan desain penelitian pra eksperimental menggunakan desain penelitian perbandingan kelompok statis. Instrumen pengumpulan data meliputi tes keterampilan mahematika awal dan tes hasil belajar matematika. Data dianalisis menggunakan uji t. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh strategi pemecahan masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru.   The aim of this study was to know the influence of Problem Solving Strategy implementation in cooperative learning of structural approach Think Pair Share (TPS) to mathematics learning outcome of VIII class students of SMP Negeri 14 Pekanbaru. This study use pre experimental research design using The static group comparison research design. The instruments of  data collection include early mahematics skills test and mathematics learning outcome test. Data were analyzed using t test. The result of this study showed that there is influence of problem solving strategy in cooperative learning of structural approach Think Pair Share (TPS)  to mathematics learning outcome  of  VIII class students of SMP Negeri 14 Pekanbaru

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