Development of a Nephrology Team-Based Learning Activity for Medical Students: Assessment of the Learners’ Perception

2017 ◽  
Vol 69 (4) ◽  
pp. A57
Keyword(s):  
Medical Students ◽  
Learning Activity ◽  
Team Based Learning

Mood Disorders and Psychotherapeutics Team-Based Learning Activity

MedEdPORTAL ◽  
2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Dawnelle Schatte ◽  
Ruth Levine ◽  
Melissa Allen ◽  
Chase Findley
Keyword(s):  
Mood Disorders ◽  
Learning Activity ◽  
Team Based Learning

scholarly journals A comparative study on perceptions of medical students from the different curriculum on team-based learning

2021 ◽  
Vol 0 ◽  
pp. 1-6
Author(s):  
Vijayalakshmi S. Bhojaraja ◽  
B. K. Manjunatha Goud ◽  
Joan Kumar ◽  
Anand Srinivasan ◽  
Jeevan K. Shetty
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Integrated Curriculum ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Curriculum ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Team Based Learning ◽  
Teaching Learning

Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

scholarly journals Using Modified Team-Based Learning to Teach Antimicrobial Stewardship to Medical Students: One Institution’s Approach

2019 ◽  
Vol 29 (4) ◽  
pp. 1179-1185 ◽  
Author(s):  
Luis Gonzaga Tulloch ◽  
Anju Relan ◽  
Jennifer Curello ◽  
Elise Martin ◽  
Roma Patel ◽  
...  
Keyword(s):  
Medical Students ◽  
Antimicrobial Stewardship ◽  
Learning To Teach ◽  
Team Based Learning

Teaching Clinical Pharmacology Using Team-Based Learning: A Comparison Between Third- and Fourth-Year Medical Students

2012 ◽  
Vol 52 (12) ◽  
pp. 1806-1814 ◽  
Author(s):  
Imad Bou Akl ◽  
Fatima Ghaddar ◽  
Ramzi Sabra ◽  
Dean Parmelee ◽  
Joseph A. Simaan ◽  
...  
Keyword(s):  
Clinical Pharmacology ◽  
Medical Students ◽  
Team Based Learning ◽  
Fourth Year Medical Students

The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores

2016 ◽  
Vol 38 (10) ◽  
pp. 1017-1024 ◽  
Author(s):  
Nathalie K. Zgheib ◽  
Zakia Dimassi ◽  
Imad Bou Akl ◽  
Kamal F. Badr ◽  
Ramzi Sabra
Keyword(s):  
Medical Students ◽  
Team Performance ◽  
Peer Evaluation ◽  
Evaluation Scores ◽  
Team Based Learning ◽  
Long Term Impact

scholarly journals Medical Students’ Perception Regarding E- Learning during Covid-19 Lockdown Period

2021 ◽  
Vol 17 (2) ◽  
pp. 101-108
Author(s):  
Pratibha Manandhar ◽  
Naresh Manandhar ◽  
Sunil Kumar Joshi
Keyword(s):  
Medical Students ◽  
Conventional Method ◽  
Teaching Method ◽  
Cross Sectional Study ◽  
Learning Activity ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
E Learning ◽  
Teaching Learning

Background and Objectives: Due to Covid-19 lockdown period undergraduate medical institutions across the country are moving towards e-learning for continuity of education. The purpose of this study is to determine the perceptions of students towards e-learning and to analyze medical students’ perception on e-learning vs. conventional learning. Materials and Method: This was a descriptive cross sectional study conducted by distributing an online semi-structured questionnaire consisting Likert scale to undergraduate medical students of Kathmandu Medical College. Data assembled from the survey were analyzed and Statistical package for social sciences (SPSS) 24 version software was used for data analysis. Result: A total of 273 students were enrolled in this study. Most of the students, 83.9% (229) had the perception that conventional teaching method was the best method for learning as compared to e-learning method 16.1% (44). The students mentioned that conventional method of learning is more effective to increase knowledge than e -learning (M= 3.87, M= 2.80) which was statistically significant (p=0.000). Conclusion: E-learning was the only option for students to study during lockdown period. But students preferred conventional method of learning as compared to e-learning. It might be due to some disadvantages of e-learning, eg. Technical difficulties, lack of interaction with teacher  and patients, etc. So, these measures have to be addressed for improving e-learning for betterment of teaching-learning activity during these types of circumstances in future.

scholarly journals Team-Based Learning Student Assessment Instrument (TBL-SAI) for measuring the effectiveness of TBL in a Saudi Medical School: Psychometric Analysis and differences by academic years

2019 ◽  
Author(s):  
Mutasim E Ibrahim
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Student Assessment ◽  
Reliability And Validity ◽  
Principal Component ◽  
Factor Loading ◽  
Assessment Instrument ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Team Based Learning

Abstract Background Increasing the use of Team Based Learning (TBL) in health profession education reinforce the need to develop a proper instrument for measuring the applicability of this method. This study aimed to examine the psychometric properties of TBL-SAI and the mean score of instrument subscales by the different academic year of the students. Methods Across-sectional study was conducted at the University of Bisha, College of Medicine (UBCOM), Saudi Arabia. Medical students from second to fourth were included in the study. Participants were completed the TBL-SAI items to measure three subscales of accountability, preference for a lecture or TBL and satisfaction. Cronbach’s alpha, factor analysis, were checked the reliability and validity of the instrument. A principal component analysis (PCA) with varimax rotation was conducted on each subscale. ANOVA analyzed the TBL effectiveness related to the different years of medical school. Results Cronbach’s alpha was 0.798 and factor loading was greater than 0.40 for all the items, indicating the reliability and validity of the scale. In a PCA, accountability items generated two factors with loading >0.40, except items one and four. All preference and satisfaction items have factors loading > 0.40. Fourth-year students’ obtained significant highest mean scores for accountability (p=0.0.49), preferences (p=0.001) and satisfaction (p<0.001) compared to third and second years students. Conclusions TBL-SAI is a sound tool to measure the favor of TBL among medical students. Longitudinal studies are recommended to bring a clear picture of the effectiveness of TBL in UBCOM.

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