Assessment of first-year medical students’ perceptions of teaching and learning through team-based learning sessions

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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Perception of Peer learning, as an innovative learning strategy among first year medical students lacking senior guidance.

The Professional Medical Journal ◽

10.29309/tpmj/2020.27.09.4294 ◽

2020 ◽

Vol 27 (09) ◽

pp. 1895-1901

Author(s):

Ahmed Murtaz Khalid ◽

Noman Sadiq ◽

Aiman Farogh Anjum ◽

Iffat Naiyar Hashmi ◽

Misbah Aslam ◽

...

Keyword(s):

Medical Students ◽

Learning Strategy ◽

Peer Learning ◽

Cross Sectional Study ◽

First Year ◽

Cross Sectional ◽

Self Reflection ◽

Medical College ◽

Innovative Learning ◽

First Year Medical Students

Objectives: To know the perception of peer-learning among first batch of 1st year medical students in CMH Kharian Medical College. Study Design: Cross-Sectional study. Setting: CMH Kharian Medical College. Period: June 2018 and September 2018. Material & Methods: Questionnaire was distributed among hundred first year medical students on self-reflection and feedback after 15 min power point presentation given by their fellow students based on different pathophysiological scenarios. Results: Out of 100 students, 85 filled out questionnaire form completely. 60% of students were of the opinion that peer-learning facilitated them to perform better in the exam, and can be continued for future batches. 50% of students agreed that this innovative learning modality was conducted in a systematic manner, helped them to improve their understanding of the subject and learning was fostered based on the principles of self-reflection and feedback. Problem solving ability was improved by peer learning format according to 49% of students, while 47% of students reported that this innovative learning strategy provided them with a tool to improve their learning through interaction, while research capabilities of 37% students were improved. Conclusion: Majority of first year medical students lacking senior guidance learned better in a comfortable environment from their peers, and improved understanding of the core subject by realizing the implication of the concept of self-reflection and feedback.

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Team-Based Learning Activities for First-Year Medical Students: Perception of the Learners

Southern Medical Journal ◽

10.14423/smj.0000000000000865 ◽

2018 ◽

Vol 111 (9) ◽

pp. 525-529 ◽

Cited By ~ 3

Author(s):

Amir Kazory ◽

Zareen Zaidi

Keyword(s):

Medical Students ◽

Learning Activities ◽

First Year ◽

Team Based Learning ◽

First Year Medical Students

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Nutrition Practice and Knowledge of First-Year Medical Students

Journal of Biomedical Education ◽

10.1155/2017/5013670 ◽

2017 ◽

Vol 2017 ◽

pp. 1-10 ◽

Cited By ~ 8

Author(s):

Robyn Perlstein ◽

Scott McCoombe ◽

Susie Macfarlane ◽

Andrew Colin Bell ◽

Caryl Nowson

Keyword(s):

Medical Students ◽

Vegetable Consumption ◽

Dietary Guidelines ◽

First Year ◽

Nutritional Knowledge ◽

Dietary Recommendations ◽

Dietary Practices ◽

First Year Students ◽

And Behavior ◽

First Year Medical Students

Objectives. To compare the knowledge of Australian dietary recommendations to the dietary practices of first-year medical students. Design. Over a period of four years, anonymous online surveys were completed by medical students attending a first-year nutrition lecture. Background. There is little information on the nutritional knowledge and dietary practices of medical students. Setting. First-year postgraduate university medical students, Geelong, Victoria, Australia. Participants. Between the years 2012 and 2016, 32%–61% of first-year students completed the survey. Phenomenon of Interest. Student’s knowledge of dietary guidelines and related practices. Analysis. The frequency of response was assessed across the different year cohorts using descriptive statistics. Results. Between 59% and 93% of first-year students correctly identified the recommended daily servings for fruit, and between 61% and 84% knew the vegetable recommendations. In contrast only 40%–46% met the guidelines for fruit and 12%–19% met the guidelines for vegetables. Conclusions and Implications. Discrepancies between students’ nutrition knowledge and behavior can provide learning opportunities. With low rates of fruit and vegetable consumption in medical students, increased awareness of links between nutrition and health, together with encouragement to make behavioral changes, may increase the skills of graduates to support patients in improving dietary intake.

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Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning ( TBL ) Strategy in Anatomy

Sultan Qaboos University Medical Journal [SQUMJ] ◽

10.12816/0003148 ◽

2012 ◽

Vol 12 (3) ◽

pp. 336-343 ◽

Cited By ~ 24

Author(s):

Ibrahim M. Inuwa

Keyword(s):

Medical Students ◽

First Year ◽

Perceptions And Attitudes ◽

Team Based Learning ◽

First Year Medical Students

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Perception of medical students about online learning in the COVID-19 era

Biomedicine ◽

10.51248/.v41i1.549 ◽

2021 ◽

Vol 41 (1) ◽

pp. 139-145

Author(s):

Kalpana Ramachandran ◽

Robert Dinesh Kumar

Keyword(s):

Online Learning ◽

Medical Students ◽

Online Education ◽

Online Teaching ◽

Teaching And Learning ◽

P Value ◽

First Year ◽

Cross Sectional ◽

Internet Connectivity ◽

First Year Medical Students

Introduction and Aim: The COVID-19 pandemic has caused a disruption in the academic schedule. As UNESCO observes an 87% interruption in student learning across the globe, it is undeniable that e-learning would have a major role to play in the future and both teachers and learners are getting accustomed to this ‘New Normalcy’. This survey analyses the perception of medical first-year students about online learning in the COVID-19 era. Materials and Methods: A cross-sectional descriptive questionnaire based study was done and first year medical students were asked to respond. The respondents were asked to answer the questions in Likert-scale, from 1-5. Statistical analysis was done and Test for one proportion was calculated using ‘z’ test. A p-value of <0.05 was considered significant. Results: A total of 122 first year medical students responded to the survey. More than two-thirds of the respondents were females (67%). About 78% of respondents find online learning interesting and enjoyable. More than 80% of students found online education very satisfactory in all aspects. Problems with internet connectivity was the principal challenge faced by the students during online learning. An overwhelming 70% of students felt online teaching to be very beneficial. Conclusion: The pandemic has posed an unprecedented challenge to the academic schedule. Although many challenges were faced by the teachers and learners, internet connectivity continued to be a major problem in online education. It is the duty of every educationist to ensure an uninterrupted, continuous and an effective process of teaching and learning.

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Teaching alveolar ventilation with simple, inexpensive models

AJP Advances in Physiology Education ◽

10.1152/advan.90156.2008 ◽

2008 ◽

Vol 32 (3) ◽

pp. 185-191 ◽

Cited By ~ 17

Author(s):

Stephen E. DiCarlo

Keyword(s):

Medical Students ◽

Future Study ◽

Regional Differences ◽

Teaching And Learning ◽

Alveolar Ventilation ◽

The Body ◽

First Year ◽

Cohesive Forces ◽

Complex Interactions ◽

First Year Medical Students

When teaching and learning about alveolar ventilation with our class of 300 first-year medical students, we use four simple, inexpensive “models.” The models, which encourage research-oriented learning and help our students to understand complex ideas, are distributed to the students before class. The students anticipate something new every day, and the models provide elements of surprise and physical examples and are designed to help students to understand 1) cohesive forces of the intrapleural space, 2) chest wall and lung dynamics, 3) alveolar volumes, and 4) regional differences in ventilation. Students are drawn into discussion by the power of learning that is associated with manipulating and thinking about objects. Specifically, the models encourage thinking about complex interactions, and the students appreciate manipulating objects and actually understanding how they work. Using models also allows us to show students how we think as well as what we know. Finally, students enjoy taking the models home to demonstrate to friends and family “how the body works” as well as use the models as future study aids.

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One-Year Followup on the Impact of a Sun Awareness Curriculum on Medical Students' Knowledge, Attitudes, and Behavior

Journal of Cutaneous Medicine and Surgery ◽

10.1177/120347540100500301 ◽

2001 ◽

Vol 5 (3) ◽

pp. 193-200 ◽

Cited By ~ 14

Author(s):

Kimberly E. Liu ◽

Benjamin Barankin ◽

John Howard ◽

Lyn C. Guenther

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

First Year ◽

Actual Behavior ◽

The Sun ◽

Awareness Curriculum ◽

One Year ◽

And Behavior ◽

First Year Medical Students ◽

The Impact

Background: A one-week sun awareness curriculum was developed at the University of Western Ontario to educate first-year medical students on skin cancer risks and prevention. Objective: To assess the retention of knowledge, attitudes, and behavioral practices one year after receiving education in sun awareness. Method: Three surveys were administered: before, immediately after the sun awareness teaching, and one year later. Actual practiced behavior in the past year was compared with the intended behavior. Results: Half as many sunburns were reported in the year following the sun awareness curriculum compared with the previous year. Medical students demonstrated a good retention of the knowledge learned a year earlier. However, many students still believed that a tanned appearance looks healthy. While there was intent to adopt more healthy behavior after the curriculum, the actual behavior practiced varied. Conclusions: An undergraduate medical curriculum on sun awareness can be effective in improving the knowledge, attitudes, and behaviors of future physicians.

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