Are Online Synchronous Team-Based-Learning (TBL) pedagogy effective? Perspectives from study on a group of medical students in Oman (Preprint)

2021 ◽  
Author(s):  
Mohan B Sannathimmappa
Keyword(s):  
Medical Students ◽  
Learning Strategy ◽  
P Value ◽  
Knowledge Application ◽  
Active And Collaborative Learning ◽  
Study Results ◽  
Self Study ◽  
Team Based Learning ◽  
Immunological Diseases ◽  
Teaching Learning

BACKGROUND Team-based learning (TBL) is highly structured, instructive, and student-focused pedagogy used by medical educators to foster students’ learning. OBJECTIVE The purpose of our study was to qualitatively explore students’ perception on effectiveness of online synchronous TBL pedagogical strategy in promoting learning outcomes. METHODS A cross-over study was conducted on MD4 year medical students, using four modified TBL sessions on common immunological diseases. The means and standard deviations of the pretest and posttest scores were compared using unpaired T-test. ANOVA for cross-over design was used to find out confounding by sequence of interventions with a p-value of < 0.05 signifying significance. Students’ feedback on the effectiveness of online TBL sessions was collected through predesigned questionnaire on a 3-point Likert scale. The data was analyzed using SPSS version 22 and was expressed as number and percentage. RESULTS In total, 139 MD4 year medical students participated in the activity. The overall response of our students toward the effectiveness of online TBL pedagogy was overwhelmingly positive. Majority (>80%) perceived TBL as an enjoyable active session that promoted their active participation and engagement in the learning process through student-led discussions. Also, many opined that TBL enhanced their critical thinking, problem solving ability, communication skills, and thus improved their knowledge. The posttest scores of the students who participated in TBL session was significantly higher when compared to self-study group, suggesting the session improved their knowledge. CONCLUSIONS TBL is an instructive and highly structured teaching-learning strategy, welcomed by majority of our participants. The pre-class preparation, readiness assurance tests, instructor’s feedback, and knowledge application exercises encourage students to engage in active and collaborative learning and thus aids in better knowledge acquisition. From our study results, it is concluded that online TBL sessions are effective in fostering students’ learning and can be used confidently when situation demands. CLINICALTRIAL NU/COMHS/EBC0001/2021

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 Resilience in the Training of Medical Students in a University With a Hybrid Teaching-Learning System

2019 ◽  
Vol 43 (1 suppl 1) ◽  
pp. 357-366
Author(s):  
Marcos Kubrusly ◽  
Hermano Alexandre Lima Rocha ◽  
Allan Carlos Costa Maia ◽  
Amanda Kubrusly de Miranda Sá ◽  
Mariana Mendonça Sales ◽  
...  
Keyword(s):  
Medical Students ◽  
Stressful Events ◽  
Learning System ◽  
Support Network ◽  
P Value ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Hybrid Teaching ◽  
Teaching Learning ◽  
Very High

ABSTRACT Background The exposure of students to stressful events and the association of these events with students’ mental health is an important matter in Medical Education. To address this arduous training and solve emerging problems, some students develop methods to help them and, among these, resilience. A hybrid learning system, merging active and traditional learning, can be a supplementary source of stress generation , since it demands the acquisition of knowledge by the students, for summative assessments of traditional teaching as well as for the autonomous search for knowledge, skills, and attitudes required in the problematization. Purpose To determine the degree of resilience throughout the medical course under the hybrid teaching-learning system, identifying underlying mechanisms. Methods This was a cross-sectional study developed from August 2017 to August 2018, at Christus University Center, Brazil, a medical school that uses problem-based learning curricula associated with traditional teaching methodology. Wagnild and Young Resilience Scale was applied to medical students from all semesters. Socioeconomic, emotional and self-reported performance variables were also collected. The association between variables was assessed with minimally adjusted logistic regression models. Results 173 medical students participated in this study, with a mean age of 22.4 years, of which 65.3% were females. 88.1% of the medical students showed high or very high resilience. Receiving support from family and friends was associated with better resilience (p values lower than 0.001), as students who were “very satisfied” or “satisfied” with family support had a greater tendency to develop better degrees of resilience, with results of “very high resilience trends” (82.50%) and “high resilience trends” (71.10%) surpassing the prevalence identified in dissatisfied students. Also, having a religious belief was also associated with higher resilience degrees (p value = 0.02). Conclusions Factors identified in this study, mainly the importance of the support network from family and friends can be stimulated in order to improve students’ resilience. There was no direct association between the academic performance self-assessment and the students’ resilience and the resilience of medical students tends to remain constant throughout the course.

scholarly journals Medical students’ perception of professionalism climate in clinical settings

2021 ◽  
Author(s):  
Saba Hoobehfekr ◽  
Fariba Asghari ◽  
Azadeh Sayarifard ◽  
Maliheh Kadivar ◽  
Shayan Kashefinejad
Keyword(s):  
Medical Students ◽  
Role Models ◽  
Teaching Hospitals ◽  
P Value ◽  
Clinical Environment ◽  
Multicenter Studies ◽  
Study Results ◽  
Ethics Course ◽  
The Difference ◽  
Post Hoc

Medical professionalism has a crucial role in educating medical students. The role of professionalism in the clinical environment is therefore an important factor in medical education. This study attempts to evaluate the opinions of medical students in the teaching hospitals of Tehran University of Medical Sciences (TUMS) about the professionalism environment in this university. A sample of 165 students filled out the Persian translation of UMKC-SOM (Climate of Professionalism Survey) questionnaire. This instrument evaluates students’ perspectives on the degree of adherence to professionalism by faculty, residents and other students. The results of the study revealed that the total score of professionalism climate was 53.9 for faculty, 42.09 for residents, and 50.76 for students and the difference between these three groups was statistically significant (p-value < 0.01). Results of further analysis through post-hoc tests for multiple comparisons among the groups revealed that the students found their fellow students and faculty more professional than residents. The study also showed that the medical ethics course had no impact on perceptions observations (p-values > 0.05). The study results also revealed that the students found their fellow students and faculty more professional than residents. This finding demonstrates the importance of teaching professionalism to residents since they serve as role models for students. Further multicenter studies are needed to improve the professionalism climate in the medical teaching environment.

scholarly journals Assessment of health-promoting lifestyle profile and its relation with well-being of medical students: A cross sectional.

2021 ◽  
Vol 28 (06) ◽  
pp. 921-927
Author(s):  
Subhan Ullah ◽  
Mubarak Ali Anjum ◽  
Khalid Parvez ◽  
Uzma Sagheer ◽  
Ghulam Abbas Sheikh ◽  
...  
Keyword(s):  
Medical Students ◽  
Pearson Correlation ◽  
Well Being ◽  
P Value ◽  
Cross Sectional ◽  
Study Results ◽  
Significant Difference ◽  
Health Promoting ◽  
The Mean ◽  
Health Promoting Lifestyle

Objectives: The aim of our study was to determine the importance and assessment of a health-promoting lifestyle and its possible association with well-being of medical students. Study Design: Cross Sectional Study. Setting: Aziz Fatima Medical and Dental College Faisalabad. Period: June to July 2020. Material & Methods: The English version of Health-Promoting Lifestyle Profile, and WHO-5 Well-Being Index were used in our study. Results: The research was conducted with 205 medical students. From which 102(49.8%) belongs from 4-year class and 103(50.2%) from 5-year class. Based on the table, the mean age of the total participants was 22.45(±1.03) years. Among the participants, the mean score of a health-promoting lifestyle was 133.36 ±18.90, which is interpreted as moderate. Lifestyle mean score is greater in 5th-year class as compare to 4th-year class but no significant difference was found because p value is greater than 0.05 there was a significant relationship between well-being and health-promoting lifestyle. Age and gender, were associated with students lifestyles. Independent t test is used to compare the mean difference in gender and MBBS class. Chi square test is used to find the significant association between well-being categories with gender and MBBS class. Pearson correlation coefficient method is used to measure the correlation between well being and healthy lifestyles. Conclusion: A health-promoting lifestyle of students in this study was moderate and they did not have an acceptable level of physical activity. The medical students’ curriculums need to be improved to enhance health promoting lifestyles.

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

2016 ◽  
Vol 40 (4) ◽  
pp. 536-542 ◽  
Author(s):  
Adam S. Obad ◽  
Ahmed A. Peeran ◽  
Mohammad Abrar Shareef ◽  
Wissal J. Alsheikh ◽  
Dana A. Kalagi ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Team Work ◽  
First Year ◽  
Validity And Reliability ◽  
Organ Systems ◽  
Team Based Learning ◽  
And Behavior ◽  
First Year Medical Students

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.

scholarly journals Peer Assisted Learning: A New Teaching Approach in Undergraduate Medical Students

2021 ◽  
Author(s):  
R Divya ◽  
S Abeetha ◽  
S Nedunchezhiyan ◽  
S Sadhana
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
P Value ◽  
First Year ◽  
Healthcare Team ◽  
Medical Council ◽  
Peer Assisted Learning ◽  
Regular Module ◽  
Teaching Learning ◽  
The Impact

Introduction: Peer Assisted Learning (PAL) is an innovative teaching learning tool where people from similar social groupings, who are not professional teachers, help each other to learn. Medical Council of India (MCI) recommends improving quality of training of Indian Medical Graduates (IMG) by expanding the role of doctors/IMGs from clinician to communicator, leadership and member of the healthcare team. Aim: To introduce peer assisted learning as new teaching and learning method in first year medical students and to compare the impact of this method on learners with traditional method of learning by Objective Structured Practical Examination (OSPE). Materials and Methods: In this observational study, first year MBBS students were randomly divided into two groups- the regular module and PAL module. In regular module, the students were taught by the faculty. In PAL module, the students were taught by a previously trained final MBBS students. In PAL module, senior medical students were trained on the clinical-practical topic to be taught. After training, the senior medical students taught their juniors. In the regular module, the junior students were taught the same clinical practical topic by the faculty. At the end of the session, the students were assessed by OSPE. Paired t-test was used for assessing effectiveness of educational methods. The p-value <0.05 was considered statistically significant. Results: Students’ post-test marks in PAL group were higher than the regular module group (12±2.9 vs 9.8±3.5, p<0.01). Majority (70%) of the students agreed that PAL is a better method of learning and develops teaching attitude. Most of the students strongly agreed that PAL provides friendly environment for learning (80%). About 70% of students gave positive response about need of similar sessions in the future. Conclusion: PAL is an interesting and exciting teaching-learning methodology in undergraduate medical training.

scholarly journals Comparative study of effectiveness of computer based knowledge in teaching versus conventional teaching perception in pharmacology among second year MBBS undergraduate medical students at Maharajah’s Institute of Medical Sciences, Andhra Pradesh, India

2018 ◽  
Vol 7 (9) ◽  
pp. 1683
Author(s):  
Baswaraj Munge ◽  
Suresh Babu Sayana ◽  
Kodanda Ramu ◽  
M. Prasad Naidu
Keyword(s):  
Medical Students ◽  
Confidence Interval ◽  
Comparative Study ◽  
Test Score ◽  
P Value ◽  
Medical Sciences ◽  
Conventional Teaching ◽  
Study Results ◽  
Computer Based ◽  
Second Year

Background: Medical education has been asserted as one of the most challenging, demanding, and stressful fields of study, as medical students are expected to acquire diverse competencies such as academic, clinical, and interpersonal skills. Pharmacology is rapidly evolving and expanding conquering many diseases in its stride. The survey-based study we aim to grasp the MBBS students’ opinion regarding the teaching practices in pharmacology. Aim was to Study and compare the Effectiveness of Computer Based Teaching Versus Conventional Teaching Perception About Pharmacology Among Second Year MBBS Undergraduate Medical Students.Methods: A comparative study was conducted at Department of Pharmacology, Maharajah’s Institute of Medical Sciences, Nellimarla, Vizianagaram, Andhrapradesh. Two hundred second year MBBS medical students (n = 200) were divided into two groups.Results: In this study results shows P value and statistical significance the two-tailed P value is less than 0.0001 by conventional criteria, this difference is considered to be extremely statistically significant. Confidence interval the mean of Pre-test score minus Post test score equals -3.1900 and 95% confidence interval of this difference from -3.4503 to -2.9297.Conclusions: The importance of pharmacology in clinical decision making is well understood by the majority of students and they aim to act in that behest. Also, we find that computer based learning is a new and important tool coming up in the arsenal of the pharmacology teacher.

scholarly journals Does test anxiety and gender have an impact on OSCE Performance among medical students?

2021 ◽  
Vol 20 (11) ◽  
Author(s):  
Farzana Rizwan Arain
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Test Anxiety ◽  
Pearson Correlation ◽  
P Value ◽  
Sample Population ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Study Results

Objective: to determine the association of test anxiety on OSCE performance of medical students in Taif Medical College. Study Design: The survey research design was used to conduct the research. Place and Duration of study: This was a comparative cross sectional study conducted on the 3rd, 4thand 5th year medical students in Taif Medical College of Taif University KSA. Materials & Methods: A ten item questionnaire developed by Nist and Diehl (1990) for determining mild or severe levels of TA experienced by students was used in the study. Results: A total of 518 students participated in the survey. The majority of the sample population was male 319 (61%) and 199 (39%) were females. Our results showed that a greater proportion (21%) of the male students, as compared to their counterparts, were in the group having high level of anxiety during test. It was observed that the 3rd year students performed poorly on TA and scored high on the scale. The difference observed in proportions was also statistically significant (Chi square 65.97, p value 0.000001). There was a significant negative correlation between the test anxiety and students performance in oral structured examination (OSCE). Pearson correlation coefficient of -0.45 and a p value < 0.0001 was observed. Conclusion: We conclude that test anxiety is experienced by a large number of undergraduate medical students of Taif Medical University. Anxiety has a negative effect on overall academic performance; female students were also more affected compared to their male counterparts. Key Words: Test anxiety, gender, medical students, academic performance

scholarly journals Piloting of Virtual Patient-Based Online Self-Study Quizzes for Developing Undergraduate Medical Students’ Clinical Reasoning Skills

2021 ◽  
Vol 2 (2) ◽  
pp. 27-32
Author(s):  
Alexandra Rogler ◽  
Sophie Freilinger ◽  
Peter Pokieser ◽  
Michaela Wagner-Menghin
Keyword(s):  
Medical Students ◽  
Clinical Reasoning ◽  
Medical Knowledge ◽  
Editorial Team ◽  
Junior Doctors ◽  
Editorial Process ◽  
Undergraduate Medical Students ◽  
Face To Face ◽  
Study Results ◽  
Self Study

Clinical reasoning, the application of medical knowledge to a patient’s problem, requires training in a safe environment. Learning tasks based on Virtual Patients (VP-tasks) simulate the clinical setting in a save way and integrate well into blended-learning environments, as synchronous tasks (face-to-face or online) or as asynchronous online tasks. The article presents the editorial process for developing VP-based self-study quizes (SSQ) and field-study results on students’ learning experiences and study habits. The editorial process initially only involved experienced clinical, educational and technical experts. To better match the tasks’ difficulty to students’ knowledge, junior doctors and advanced medical students joined in a later stage. Students (n = 351) rated the SSQs (n = 10) produced by the expanded team to match their knowledge better as compared to the SSQs (n = 13) developed by the initial expert editorial team. Students rated the online SSQs as more helpful as compared to similar face-to-face VP-tasks. Students’ free comments indicate their high acceptance of the SSQ-format. The SSQ-format is feasible for providing systematic online training in clinical reasoning, especially when working with a multi-level-educational editorial team and when a systematically structured blueprint of topics and learning goals drives the editorial work.

scholarly journals Physiology general concepts course for first year undergraduate medical students using team based learning: a descriptive study

2020 ◽  
Vol 10 (3) ◽  
pp. 43-46
Author(s):  
Sameer Timilsina ◽  
Poojan Bhusal ◽  
Ram Lochan Yadav ◽  
Niraj Khatri Sapkota ◽  
Md Nazrul Islam
Keyword(s):  
Medical Students ◽  
Descriptive Study ◽  
Assessment Instrument ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Fundamental Goal ◽  
Team Based Learning ◽  
Traditional Lectures ◽  
Teaching Learning

Background: Several teaching-learning methods are widely used in medical schools all over the world. Optimizing and promoting active student learning has been the fundamental goal of these strategies. Team-Based Learning (TBL) is a structured form of small-group learn­ing which is a relatively new pedagogy in medical education. We aimed to introduce TBL in place of traditional lectures to teach physiology general concepts and evaluate its perception among undergraduate medical students at Chitwan Medical College. Methods: This was a cross-sectional descriptive study conducted among all 100 (95/100 respon­dents) year I undergraduate medical students. We requested the students to complete a Team- Based Learning- Students Assessment Instrument (TBL-SAI) to study the preference towards TBL after completing 12 weeks of TBL. Results: The study included 67 males and 28 females. Students reported agreement in TBL-SAI statements complementing and enjoying this newly introduced method. The overall mean TBL-SAI score was 111.55±11.05 (Range 78-128) which was above the defined threshold of 102 indicating favor to TBL over traditional lecture system. Sex, entry-type, and, past educational institutes were not associated with a preference of TBL. TBL-SAI is a reliable tool to use among undergraduate medical students in Nepal. Conclusions: The study demonstrates TBL could be an effective way of teaching physiology general concepts to undergraduate medical students.

Sign in / Sign up

Export Citation Format

Share Document