scholarly journals An Observational Study of Team-Based Learning (TBL) and Problem-Based Learning (PBL) in the Teaching of Neuromuscular Disease

2021 ◽  
Author(s):  
Jingwen Niu ◽  
Jun Zhao ◽  
Ying Tan ◽  
Yangyu Huang ◽  
Yan Xu ◽  
...  
Keyword(s):  
Oral Presentation ◽  
Neuromuscular Disease ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Teacher Assessment ◽  
Learning Ability ◽  
Basic Knowledge ◽  
Teaching Process ◽  
Significant Difference ◽  
Team Based Learning

Abstract Background To explore the practicability of team-based learning (TBL) and problem-based learning (PBL) in the teaching of neuromuscular disease in the Department of Neurology.Methods During 2012 and 2015, eighty-eight interns from Peking Union Medical College were randomly assigned to the TBL and PBL groups. In the TBL group of 6~8 interns, the teaching process included case preparation, group discussion, oral presentation and teacher assessment. In the PBL group of 24~34 interns, the process included case preparation, oral presentation and teacher assessment. After the teaching process, students were evaluated for basic knowledge, clinical thinking ability, document search numbers and a course experience questionnaire (CEQ); teachers were evaluated based on the effect of class teaching.Results There was no significant difference in the scores of neuroanatomy, neurology, diagnostics, neuromuscular disease or case writing between the TBL and PBL groups before the internship. After the learning process, there was no significant difference in the scores of neuroanatomy, neurology and neuromuscular disease. However, the TBL group performed better than the PBL group in clinical localization diagnosis, literature retrieval ability and inquiry learning ability. Evaluation by teachers showed that there was no significant difference between the 2 groups in teaching objectives, preclass preparation, basic knowledge, integration of basic knowledge and clinical practice, and overall teaching effect; however, the TBL group was superior to the PBL group in class atmosphere, initiative thinking, teamwork and communication between teachers and students.Conclusions Both TBL and PBL could help medical students improve their knowledge of neurology and neuromuscular disease. TBL could better improve students' communication, cooperation, literature searching and inquiry learning abilities.

scholarly journals The Influence of the Application of Inquiry and Problem Based Learning Models on the Critical Thinking Ability of Students in 5th Grade Elementary School

2020 ◽  
Vol 4 (2) ◽  
pp. 414
Author(s):  
Mufti Arifandi ◽  
Firosalia Kristin
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Control Group ◽  
Learning Models ◽  
Observation Instrument ◽  
Significant Difference ◽  
5Th Grade

The research aimed to find out the influence of the application of inquiry learning and problem-based learning and model toward students’ critical thinking skills on the content of 5th-grade science lessons in elementary schools. Types of the research are a quasi-experiment with a nonequivalent control group design. The population of this research is the 5th-grade students of SDN 02 Salatiga as the experiment class and the 5th-grade students of SDN Ledok 07 Salatiga as the control class. The instrument used was an observation instrument and an instrument test. Research hypothesis test using independent sample t-test with a significance level of 5% (α - 0,05). The results showed that the observation instrument obtained a significance value of 0,002 which means 0,002 < 0,05 and the instrument test obtained a significance value of 0,000 which means 0,000 < 0,05, then both of these data are Ho=rejected and Ha=accepted. Thus, it can be concluded there is a significant difference between the critical thinking abilities of students who are given Inquiry learning models and students who are given a Problem-Based Learning model.

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.

scholarly journals Concept Cartoons Supported Problem Based Learning Method in Middle School Science Classrooms

2016 ◽  
Vol 5 (2) ◽  
pp. 272 ◽  
Author(s):  
Ali Gunay Balim ◽  
Didem Inel-Ekici ◽  
Erkan Ozcan
Keyword(s):  
Secondary Students ◽  
Daily Life ◽  
Inquiry Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
School Science ◽  
Control Group ◽  
Learning Approaches ◽  
Learning Skill ◽  
Significant Difference

<p>Problem based learning, in which events from daily life are presented as interesting scenarios, is one of the active learning approaches that encourages students to self-direct learning. Problem based learning, generally used in higher education, requires students to use high end thinking skills in learning environments. In order to use effectively for secondary students, concept cartoons can be integrated to problem based learning environment. Concept cartoons provide alternative views and help students at problem solving stage. So, in this study the effects of concept cartoons and problem based learning on students’ inquiry learning skill perceptions and levels of relating knowledge with daily life were examined. Two experiment groups and one control group were formed and pre test-post test control group quasi experimental design was used in this research. During four weeks experimental practice, courses were continued with concept cartoon integrated problem based learning in experiment group 1 while only problem based learning was used in experiment group 2 and science program activities was used in control group. 553 sixth grade students (13-14 age group) from 9 different middle schools in Turkey participated in this study. Inquiry learning skills perception scale and knowledge-daily life relating open ended questions were used as data collection tools. In the result of the data anaylsis, it was found that students’ inquiry learning skill perceptions scores differ significantly in favor of experiment groups. However, no significant difference found between groups in terms of knowledge-daily life relation scores.</p>

Pengaruh Model Pembelajaran Problem Based Learning dan Gaya Kognitif Terhadap Hasil Belajar IPA Siswa di Kelas VII MTSN 2 Tanjung Jabung Timur

2018 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Sartika Sepriyani ◽  
Rayandra Asyhar ◽  
Asrial Asrial
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Cognitive Styles ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Models ◽  
Embedded Figures Test ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The ability to solve problems is a skill that students need to have in dealing with various problems in life. This study aims to determine the effect of problem based learning models; cognitive styles and interaction between both factors on science learning outcomes of students in class VII of MTs 2 Tanjung Jabung Timur in academic year 2015/2016. This research was conducted with a quasi-experimental research method by applying a 2 × 2 factorial design. The study sample consisted of an experimental class of 30 students and a control class of 29 students. Data collection was conducted using two types of instruments, namely the Group Embedded Figures Test (GEFT) to measure students cognitive styles and students' learning outcomes test in essay forms. The Problem Based Learning model affect the learning outcomes, there is significant difference in science learning outcomes between students who have Cognitive field dependent (FD) style that is taught by the Problem Based Learning model and students who have Cognitive FD style that is taught by conventional learning models. The results show that the value of the experimental class post-test is higher than that of the control class. In short, the experimental class with the application of the Problem Based Learning model in the learning process provides higher learning outcomes than that of the conventional models.

Using problem-based learning in a Chinese character class design: A case study of Korean learners of Chinese

2019 ◽  
Vol 3 (2) ◽  
pp. 129-138
Author(s):  
Eun Young Jang ◽  
Heung Soo Park ◽  
Yeon Sil Jeong
Keyword(s):  
Character Education ◽  
Chinese Character ◽  
Chinese Language ◽  
Problem Based Learning ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Learning Attitudes ◽  
Teaching Learning ◽  
Korean Learners

This study attempted to try out Chinese-character education centering on experience and learners away from existing lecture-centered, teacher-centered education. For this purpose, problem-based learning (PBL) was proposed as one of the Chinese-language ability-enhancement measures for Korean learners of the Chinese language, and in order to examine the effect, we attempt to use the PBL tasks in the ‘Chinese-language reading’ class at a university for basic Chinese-language learners and analyze the results. PBL is a teaching-learning method in which learners focus on learning by using problems. In this study, we attempted to use PBL for the group work format. In this way, we can confirm that the class using the PBL has many advantages, such as improving learning ability and problem-solving ability, and strengthening cooperation. In addition, it was found that PBL is worthwhile to try because it is effective in inducing learning motivation, improving attention and interest in Chinese-character learning, improving learning attitudes of learners, and developing self-directed learning abilities.

scholarly journals Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

2017 ◽  
Vol 10 (7) ◽  
pp. 65 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Jarnawi
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

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 Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study

Pharmacy ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 148
Author(s):  
Ruth Vinall ◽  
Ashim Malhotra ◽  
Jose Puglisi
Keyword(s):  
Subgroup Analysis ◽  
Exploratory Study ◽  
Likert Scale ◽  
The Self ◽  
Classroom Setting ◽  
Participant Engagement ◽  
Significant Difference ◽  
Self Study ◽  
Team Based Learning ◽  
School Accreditation

Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (n = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.

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