scholarly journals Team-based learning replaces problem-based learning at a large medical school

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Annette Burgess ◽  
Jane Bleasel ◽  
John Hickson ◽  
Ceren Guler ◽  
Eszter Kalman ◽  
...  
Keyword(s):  
Problem Solving ◽  
Small Group ◽  
Group Dynamics ◽  
Large Scale ◽  
Retrieval Practice ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Class Time ◽  
Team Based Learning ◽  
Medical Program

Absract Background With increased student numbers in the Sydney Medical Program, and concerns regarding standardisation across cohorts, student satisfaction of the problem-based learning (PBL) model had decreased in recent years. In 2017, Team-based learning (TBL) replaced PBL in Years 1 and 2 of the medical program. This study sought to explore students’ perceptions of their experience of TBL, and to consider resource implications. Methods In 2017, Years 1 and 2 medical students (n = 625) participated in weekly TBL sessions, with approximately 60 students per class, consisting of 11 teams of five or six students. Each class was facilitated by a consultant, a basic scientist and a medical registrar. Prior to each class, students were given pre-work, and completed an online Individual Readiness Assurance Test (IRAT). During face-to-face class, students completed the Team Readiness Assurance Test (TRAT), and received feedback with clarification from facilitators, followed by clinical problem-solving activities. Student feedback was collected by questionnaire, using closed and open-ended items. Data were analysed using descriptive statistics and thematic analysis. Results In total, 232/275 (84%) Year 1 and 258/350 (74%) Year 2 students responded to the questionnaire. Students found positive aspects of TBL included the small group dynamics, intra- and inter-team discussions, interactions with facilitators, provision of clinical contexts by clinicians, and the readiness assurance process. Suggested improvements included: better alignment of pre-reading tasks, shorter class time, increased opportunity for clinical reasoning, and additional feedback on the mechanistic flowchart. Resource efficiencies were identified, such as a reduction in the number of teaching sessions and required facilitators, and the ability to provide each classroom with clinical expertise. Conclusions Our findings demonstrate that TBL, as a replacement for PBL in Years 1 and 2 of the medical curriculum, provided a standardised approach to small group learning on a large scale, and also provided resource efficiencies. Students perceived benefits related to the active learning strategy of TBL that encourage individual learning, consolidation of knowledge, retrieval practice, peer discussion and feedback. However, improvements are needed in terms of better alignment of pre-reading tasks with the TBL patient case, and greater facilitator interaction during the problem-solving activities. Additionally, consideration should be given to reducing class time, and providing TRAT scores.

Web-Based Technology: Its Effects on Small Group “Problem-Based Learning” Interactions in a Professional Veterinary Medical Program

2005 ◽  
Vol 32 (1) ◽  
pp. 86-92 ◽  
Author(s):  
Regina Schoenfeld-Tacher ◽  
Janice M. Bright ◽  
Sherry L. McConnell ◽  
Wanda S. Marley ◽  
Lori R. Kogan
Keyword(s):  
Small Group ◽  
Problem Based Learning ◽  
Group Problem ◽  
Web Based ◽  
Medical Program

scholarly journals Scaffolding medical student knowledge and skills: team-based learning (TBL) and case-based learning (CBL)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Annette Burgess ◽  
Elie Matar ◽  
Chris Roberts ◽  
Inam Haq ◽  
Lucy Wynter ◽  
...  
Keyword(s):  
Small Group ◽  
Clinical Reasoning ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Group Learning ◽  
Small Group Learning ◽  
Team Based Learning ◽  
Case Based Learning ◽  
Clinical Reasoning Skills ◽  
Case Based

Abstract Background Two established small-group learning paradigms in medical education include Case-based learning (CBL) and Team-based learning (TBL). Characteristics common to both pedagogies include the use of an authentic clinical case, active small-group learning, activation of existing knowledge and application of newly acquired knowledge. However, there are also variances between the two teaching methods, and a paucity of studies that consider how these approaches fit with curriculum design principles. In this paper we explore student and facilitator perceptions of the two teaching methods within a medical curriculum, using Experience based learning (ExBL) as a conceptual lens. Methods A total of 34/255 (13%) Year 2 medical students completed four CBLs during the 2019 Renal and Urology teaching block, concurrent to their usual curriculum activities, which included weekly TBLs. Questionnaires were distributed to all students (n = 34) and CBL facilitators (n = 13). In addition, all students were invited to attend focus groups. Data were analysed using descriptive statistics and thematic analysis. Results In total, 23/34 (71%) of students and 11/13 (85%) of facilitators completed the questionnaires. Twelve students (35%) participated in focus groups. Findings indicate their experience in CBL to be positive, with many favourable aspects that built on and complemented their TBL experience that provided an emphasis on the basic sciences. The learning environment was enriched by the CBL framework that allowed application of knowledge to solve clinical problems within the small groups with consistent facilitator guidance and feedback, their capacity to focus discussion, and associated efficiencies in learning. Conclusion While the TBL model was integral in developing students’ knowledge and understanding of basic science concepts, the CBL model was integral in developing students’ clinical reasoning skills. The strengths of CBL relative to TBL included the development of authentic clinical reasoning skills and guided facilitation of small group discussion. Our findings suggest that delivery of a medical curriculum may be enhanced through increased vertical integration, applying TBL in earlier phases of the medical program where the focus is on basic science principles, with CBL becoming more relevant as students move towards clinical immersion.

scholarly journals When Deliberation Produces Persuasion rather than Polarization: Measuring and modeling Small Group Dynamics in a Field Experiment

2019 ◽  
pp. 1-19
Author(s):  
Kevin M. Esterling ◽  
Archon Fung ◽  
Taeku Lee
Keyword(s):  
Small Group ◽  
Group Dynamics ◽  
Large Scale ◽  
Discussion Groups ◽  
Typical Result ◽  
Interpersonal Interaction ◽  
Group Research ◽  
Systematic Component ◽  
Study Participants ◽  
Preference Space

This article proposes a new statistical method to measure persuasion within small groups, and applies this approach to a large-scale randomized deliberative experiment. The authors define the construct of ‘persuasion’ as a change in the systematic component of an individual's preference, separate from measurement error, that results from exposure to interpersonal interaction. Their method separately measures persuasion in a latent (left–right) preference space and in a topic-specific preference space. The model's functional form accommodates tests of substantive hypotheses found in the small-group literature. The article illustrates the measurement method by examining changes in study participants' views on US fiscal policy resulting from the composition of the small discussion groups to which they were randomly assigned. The results are inconsistent with the ‘law of small-group polarization’, the typical result found in small-group research; instead, the authors observe patterns of latent and policy-specific persuasion consistent with the aspirations of deliberation.

scholarly journals Perception of students about Team-based learning (TBL) Problem-based learning (PBL)

2020 ◽  
Vol 3 (1) ◽  
pp. 18-23
Author(s):  
Khizar Ansar Malik
Keyword(s):  
Medical Curriculum ◽  
Teaching Strategy ◽  
Problem Based Learning ◽  
Team Work ◽  
Slide Projector ◽  
Self Directed Learning ◽  
Immediate Feedback ◽  
Student Centered ◽  
Team Based Learning ◽  
Directed Learning

Abstract Background: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning, problem based learning (PBL) and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd year MBBS students in Pharmacology department, who are also practicing PBL in 2nd year. Aim: The aim of the study was to know student’s perception about TBL and PBL. Methods:  Students were asked to fill the questionnaire regarding each teaching strategy anonymously using both, open and closed ended questions. The data was analyzed by using SPSS version 21. Results: A total of 120 students filled the questionnaire regarding their perception about TBL, and 94 students filled the questionnaire regarding PBL. Students found the readiness assurance tests and immediate feedback effective for their learning in TBL. While for PBL, students found that different point of views were respected by group members and there is better integration among different disciplines in PBL. Conclusion: It is the need of the hour to include new strategies in our curriculum which promotes team work and effective communication skills. Both PBL and TBL have advantages of their own and can provide better student learning if incorporated in a medical curriculum, keeping in view the students responses in our study.

TUTORIAL SESSION IN COMPARISON TO PROBLEM-BASED LEARNING IN UNDERGRADUATE CANDIDATES OF MEDICAL AND DENTAL COLLEGE

2019 ◽  
Author(s):  
Samia Perwaiz Khan
Keyword(s):  
Small Group ◽  
Undergraduate Students ◽  
Medical Curriculum ◽  
Group Learning ◽  
Problem Based Learning ◽  
Small Group Learning ◽  
Effective Learning ◽  
Time Required ◽  
Study Participants ◽  
Topic Understanding

Background: Tutor has an essential role in conducting tutorial sessions and encouraging effective learning in students. The tutor develops learning objectives, monitors and clarifies the queries of students. Whereas students learn to understand and teach each other by participating and this helps the students better understand the subject and gain deeper knowledge of the various topics of each module in medical curriculum. The advantage of these sessions is to improve students understanding of topic, allowing time for discussion, and making them, self-learners. Problem-based learning (PBL) is a tool in medical education to teach and learn basic and clinical concepts in medicine and become self-learner. Aim of the study was, to evaluate the significance of tutorials as effective learning tool and was compared to problem – based learning for medical and dental undergraduate students, for topic understanding, time required to understand the topic, filling in gaps in knowledge and improvement in examination scores. Methods: Tutorial sessions and PBL were conducted as small group learning in Department of Pharmacology, Jinnah Medical and Dental College, Karachi, Pakistan. In each class of undergraduate MBBS and BDS, students were distributed into 10-12 students groups. Students, from MBBS III year students and BDS II year, participated in this study and filled in questionnaires at the end of tutorial sessions. Comparison of tutorial and PBL sessions were evaluated by a second questionnaire by MBBS undergraduate students. Conclusion: The study participants were undergraduate students of MBBS and BDS. They found the tutorial sessions were effective tool. Although in comparison to tutorial, the students found problem-based learning more significant in understanding concepts of medical curriculum. Keywords: Tutorials; Problem-Based Learning; Knowledge, Small Group Learning; Interactive Session; Self-Learners.

scholarly journals Online Problem-Based Learning Intervention on Self-Directed Learning and Problem-Solving through Group Work: A Waitlist Controlled Trial

2022 ◽  
Vol 19 (2) ◽  
pp. 720
Author(s):  
Florence M. F. Wong ◽  
Crystal W. Y. Kan
Keyword(s):  
Problem Solving ◽  
Small Group ◽  
Group Work ◽  
Problem Based Learning ◽  
Control Group ◽  
Self Directed Learning ◽  
Small Group Work ◽  
Waitlist Control ◽  
Significant Difference ◽  
Directed Learning

Background: Small group work embraces independent study and interactive learning, which enhance knowledge acquisition and skills. Self-directed learning (SDL) and problem-solving (PS) are essential skills in the development of the nursing profession. During the coronavirus pandemic, virtual learning was indispensable. However, little is known about how students develop SDL and PS abilities through online learning through group work. Objective: To evaluate the effects of the online intervention on SDL and PS abilities through interactive group work. Methods: A randomised waitlist-control trial was carried out. A structured intervention using problem-based learning (PBL) as a guideline was used to direct student learning in small group work. Assessments were scheduled at Time 0 (baseline), Time 1 (8th week), Time 2 (16th week), and Time 3 (28th week). Results: The mean student age was 21.45 (SD = 0.86). About 78% of students were female. There was no significant difference in demographic characteristics and analysis at the baseline. Students in the intervention group reported greater improvement in the SDLRS and PSI at the 8th week, whereas those in the waitlist control group reported greater improvement in the SDLRS and PSI at the 16th week. Sustained effects in the SDLRS and PSI were observed in both the intervention and waitlist control groups at the 16th and 28th weeks, respectively. A repeated-measure analysis was performed to compare the SDLRS and PSI in different periods and revealed statistically significant results (p < 0.001) in all subscales of SDLRS and PSI in the four study periods. Conclusions: The guidelines appear to be an effective treatment for SDL and PS ability enhancement with sustainable effects through interactive group work. The guidelines with explicit instructions and learning objectives provide directions and guidance to students to learn more effectively. The educator plays a vital role in facilitating the students’ SDL and PS ability improvement.

Combination of didactic lectures and case-oriented problem-solving tutorials toward better learning: perceptions of students from a conventional medical curriculum

2007 ◽  
Vol 31 (2) ◽  
pp. 193-197 ◽  
Author(s):  
Sarmishtha Ghosh
Keyword(s):  
Problem Solving ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Basic Mechanism ◽  
First Year ◽  
Self Directed Learning ◽  
Medical College ◽  
Conventional Curriculum ◽  
Didactic Lecture ◽  
Teaching Learning

The Department of Physiology of Pramukhswami Medical College at Anand, Gujarat, India, started using problem-based learning in a modified way along with didactic lectures to improve students’ understanding and motivate them toward self-directed study. After the didactic lectures were taken for a particular system, clearly defined short clinical problems related to that system were given to the students in the tutorial classes. Each tutor was assigned three to four groups of five to six students each. Problems were accompanied with relevant questions so as to streamline the thought processes of the first-year undergraduates. The tutor then facilitated the study process, and the students discussed among themselves to derive their solutions. At the end of the sessions, feedback was taken from the students through a planned questionnaire on a three-point scale. Of a total of 278 students over a span of 3 yr from 1999 to 2002, 74.4% of students favored a judicious mixture of didactic lectures and case-oriented problem solving in tutorial classes to be an efficient modality in understanding a system under study, and 84% of students stated the mixture of didactic lectures and case-oriented problem solving to be beneficial in relating a clinical condition to the basic mechanism; 82% of students believed that this module helped with better interactions among their batch mates, and 77.2% of students hoped to perform better in the university examination due to this new teaching/learning modality. They also expressed that this gave them ample motivation to do self-directed learning. It may therefore be concluded from the results of the present study that it is possible to have a problem-based learning module in the form of case-oriented problem-solving tutorials coexistent with the traditional didactic lecture module in the first year of medical education under a conventional curriculum.

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