Team-Based Learning, a Learning Strategy for Clinical Reasoning, in Students with Problem-Based Learning Tutorial Experiences

2012 ◽  
Vol 227 (1) ◽  
pp. 23-29 ◽  
Author(s):  
Yumiko Okubo ◽  
Naoko Ishiguro ◽  
Taiyo Suganuma ◽  
Toshio Nishikawa ◽  
Toshio Takubo ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Team Based Learning

scholarly journals Team-Based Learning, a Learning Strategy for Clinical Reasoning, in Students with Problem-Based Learning Tutorial Experiences

2016 ◽  
Vol 240 (2) ◽  
pp. 181-181 ◽  
Author(s):  
Yumiko Okubo ◽  
Naoko Ishiguro ◽  
Taiyo Suganuma ◽  
Toshio Nishikawa ◽  
Toshio Takubo ◽  
...  
Keyword(s):  
Clinical Reasoning ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Team Based Learning

scholarly journals Multistation exercises: a combination of problem-based learning and team-based learning instructional design for large-enrollment classes

2018 ◽  
Vol 42 (3) ◽  
pp. 424-428 ◽  
Author(s):  
Nikhilesh Singh ◽  
Richa Gupta ◽  
V. N. Mahalakshmi
Keyword(s):  
Active Learning ◽  
Faculty Member ◽  
Learning Strategy ◽  
Intervention Group ◽  
Problem Based Learning ◽  
Learning Session ◽  
Related Item ◽  
Large Group ◽  
Team Based Learning ◽  
Quartile Group

To introduce active learning session for a large group of 250 students, we combined the strengths of problem-based learning and team-based learning to promote a structured active learning strategy with less faculty involvement. For the implementation of this strategy, a case on anemia was selected based on the module already covered in classes. Structured exercises were preplanned on six different concepts that a student should possess for solving the problem. The large group of 250 students was divided into groups of 41 or 42 each. The groups were facilitated by one faculty member for one structured exercise. At the station, the group of 41 or 42 was further broken down into 6 smaller groups comprising 7 students each. After completion of the exercise, students cycled to the next exercise station facilitated by another faculty member. The case was solved in a plenary session. The effectiveness of the method was assessed by comparing the academic performance of the group with other similar groups from the previous year. The intervention group performed significantly better than the nonintervention group on the related item. Quartile subanalysis found that the effect was present in the performance of average and higher quartile groups, but not in the lower quartile group.

scholarly journals Problem-Based Learning and Team-Based Learning: Strengths, Weakness and Assessment Reliability.

2020 ◽  
pp. 1-6
Author(s):  
Mohamed El-Khawanky
Keyword(s):  
Learning Strategy ◽  
Problem Based Learning ◽  
Cross Sectional Study ◽  
Educational Process ◽  
Assessment Methods ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Advantages And Disadvantages ◽  
Final Theory ◽  
Team Based Learning

Context: Team-Based Learning like Problem-Based Learning is a student-centered learning strategy. In TBL the students have a pre-defined reading assignment for later discussion. While in PBL students learn their problem in two sessions. Both have advantages and disadvantages. One of the main important points for evaluating the effectiveness of an educational model is its ability to assess the students’ level adequately. Aims: To assess the reliability of TBL and PBL as assessment methods. In addition, to identify the weaknesses and strengths we faced during application. Settings and Design: A cross-sectional study was conducted on 29 undergraduate medical students. Methods and Material: The reliability of TBL and PBL as assessment methods were evaluated through a correlation with other assessment methods. Statistical analysis used: The collected data was analyzed using the SPSS statistical software (IBM SPSS Statistics 20). Results: TBL assessment showed a positive correlation with quizzes, final practical exam, final theory and total degrees, while PBL assessment did not show any correlation with any of the assessment methods. Conclusion: TBL is reliable method for assessment while PBL is not. The integration of the two learning modalities has a synergistic effect in order to boost the success of the educational process.

PENGARUH STRATEGI PEMBELAJARAN DAN TIPE KEPRIBADIAN SISWA TERHADAP HASIL BELAJAR EKONOMI

2017 ◽  
Vol 10 (2) ◽  
pp. 151
Author(s):  
Harningsih Fitri Situmorang
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Personality Type ◽  
Student Learning Outcomes ◽  
Personality Types ◽  
Descriptive Statistics ◽  
Scheffe Test ◽  
Inferential Statistic

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar ekonomi siswa yang diajar dengan strategi pembelajaran berbasis masalah lebih tinggi dari siswa yang diajar dengan strategi pembelajaran ekspositori. (2) Untuk mengetahui hasil belajar  ekonomi siswa yang memiliki tipe kepribadian ekstrovert dan siswa yang memiliki kepribadian introvert. (3) Untuk mengetahui interaksi antara strategi pembelajaran dengan tipe kepribadian  terhadap hasil belajar Ekonomi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran berbasis masalah lebih tinggi dari pada hasil belajar ekonomi siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar ekonomi siswa yang memiliki kepribadian ekstrovert lebih tinggi dari pada hasil belajar ekonomi siswa yang memiliki tipe kepribadian introvert; (3) terdapat interaksi antara strategi pembelajaran dengan tipe kepribadian  dalam mempengaruhi hasil belajar siswa. Hipotesis ini menunjukkan bahwa strategi pembelajaran berbasis masalah lebih tepat daripada model pembelajaran ekspositori dalam meningkatkan hasil belajar ekonomi siswa, dan siswa yang memiliki tipe kepribadian ekstrovert akan memperoleh hasil yang lebih baik dari pada siswa yang memiliki tipe kepribadian introvert. Kata Kunci: strategi pembelajaran, tipe kepribadian, hasil belajar ekonomi. Abstract: This study aims: (1) To find out the results of students' economic learning taught by problem-based learning strategy is higher than students who are taught by expository learning strategy. (2) To know the economic learning result of students who have extrovert personality type and students who have introverted personality. (3) To know the interaction between learning strategy with personality type to Economic learning result. The research method used is quasi experiment with 2 x 2 factorial design. Statistical test used is descriptive statistics to present the data and continued with inferential statistic by using two way ANOVA with significant level α = 0,05 followed by Scheffe test. The results showed: (1) the students 'economic learning outcomes taught with problem-based learning strategy is higher than the students' economic learning outcomes taught with expository learning strategies; (2) the students 'economic learning outcomes that have extroverted personality is higher than the students' economic learning outcomes that have introverted personality types; (3) there is interaction between learning strategy with personality type in influencing student learning outcomes. This hypothesis suggests that problem-based learning strategies are more appropriate than expository learning models in improving students' economic learning outcomes, and students with extroverted personality types will achieve better outcomes than students with introverted personality types. Keywords: learning strategy, personality type, economic learning result

THE EFFECT OF LEARNING STRATEGY ON MATHEMATICS LEARNING OUTCOMES IN CLASS IV STUDENTS AT PRIMARY SCHOOL 09 KABA WETAN

2020 ◽  
Vol 3 (1) ◽  
pp. 67-83
Author(s):  
Ahmad Abdul Rochim ◽  
Siti Bandiah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Analysis Technique ◽  
Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

Evaluating a Problem-Based Group Learning Strategy for Online, Graduate-Level Coach Education

2014 ◽  
Vol 3 (4) ◽  
pp. 227-234 ◽  
Author(s):  
Andrew P. Driska ◽  
Daniel R. Gould
Keyword(s):  
Communities Of Practice ◽  
Reflective Practice ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Online Course ◽  
Critical Thought ◽  
Coach Education ◽  
Reflective Process ◽  
Instructor Interaction ◽  
Practice Skills

Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.

scholarly journals Problem-Based Learning Strategy in Improving Students’ Skill in Performing a Speech

2018 ◽  
Vol 1 (1) ◽  
pp. 13-27
Author(s):  
Hilmiyah Akib ◽  
Abd. Rauf Ibrahim
Keyword(s):  
Experimental Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
The People ◽  
Twelfth Grade ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
And Control

This study focused on students’ skill in performing a speech and had conducted based on the problem. The students think performing a speech is the difficult thing, the students think there are problems appear when the students perform a speech in front of the people, suddenly forgetting the script, getting anxious, and getting blank. The researcher considered to conduct this study when doing observation at MAN 2 Parepare since the students showed fair competence in performing a speech. The objective of the study is to give some abilities and knowledge in this case Contextual Teaching and Learning that focused in Problem-based. The study applied quasi-experimental design, with two groups namely experimental class and control class. The populations of the study were the twelfth grade students at MAN 2 Parepare where the total numbers were 84 students. The samples of the study were consisted of 39 students. The result showed that the students’ skill in performing a speech of the twelfth grade students of MAN 2 Parepare could be improved through Problem-Based Learning Strategy. In performing s speech, the speakers need to be brave, except having some abilities in performing a speech.

scholarly journals What Ifs and Multi-directional symptoms PBL cases: two simple and functional adjuncts to problem-based learning materials

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Jeff Schwartz
Keyword(s):  
Medical Education ◽  
Clinical Reasoning ◽  
Problem Based Learning ◽  
New Materials ◽  
Learning Materials ◽  
Case Based Learning ◽  
Patient Presentation ◽  
Case Based ◽  
Management Issues

Although problem-based learning (PBL) is widely used in medical education for its many virtues, a number of deficiencies exist. As means of enhancing the experience of PBL for students, two relatively simple adjuncts to PBL are presented. What Ifs are short hypothetical scenarios, appended to the end of a PBL case, that require students to revisit elements of the PBL case just completed and apply their newly acquired knowledge to clinical reasoning in an altered scenario or to explore anew another dimension of the PBL case. Multi-directional symptoms PBL cases are cases where a common presenting symptom, rather than a specific pathology, is the focus of the PBL case and, following a core narrative of the initial patient presentation, a series of independent continuation narratives with appropriate histories, examination findings and investigation results, lead students to divergent diagnoses and management issues. In addition to keeping the PBL process fresh by rotating new materials regularly, these adjuncts extend the PBL process in the direction of case-based learning.

scholarly journals Clicker Supported Team-Based Learning Environment: A Qualitative Study

2018 ◽  
Vol 14 (09) ◽  
pp. 98 ◽  
Author(s):  
Gülsüm Aşıksoy
Keyword(s):  
Engineering Students ◽  
Learning Strategy ◽  
Student Perception ◽  
Interactive Learning Environments ◽  
Structured Interview ◽  
First Year ◽  
Application Process ◽  
Content Analysis Method ◽  
Team Based Learning

In recent years Clicker technology has been widely used at universities to provide interactive learning environments<em>. </em>It is used with suitable pedagogic approaches to obtain the expected learning outcome. The aim of the study is to specify student views about the environment developed as a result of the integration of Team-based learning strategy and clicker technology in education. The participants are 30 first-year engineering students taking Physics I at Near East University. A case study design was used in this research. After overviewing the literature, the researcher prepared a semi-structured interview form to collect the data. İnterviews at the voluntary base was given after a five-week application process. The data were analyzed through content analysis method. The findings indicated that student perception of clicker supported Team-Based learning was positive. The students admitted that this environment enhanced their learning and they even made suggestions. This study can help educationalists integrate clicker technology in Team-Based learning strategy.

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