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 Comparison between Brainstorming and Presentation Teaching-Learning Methods in School of Nursing Rajanpur Punjab Pakistan

2021 ◽  
Vol 2 (1) ◽  
pp. 32-39
Author(s):  
Asma Nazir
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Learning Style ◽  
Standard Deviation Score ◽  
Learning Method ◽  
Chi Square ◽  
School Of Nursing ◽  
Models Of Teaching ◽  
Significant Difference ◽  
Teaching Learning

Introduction: It is necessary to identify the students' diversities when we are going to perform our teaching in the classroom, it is also essential when we prepare our lecture to conduct in the classroom. Teachers used various methods to teach the students in the classroom. Several earlier studies are available on the effectiveness of different models of teaching approaches. This study intended the effect of using brainstorming and presentation teaching-learning strategies. Methods: Exploratory study design was used. 42 female nursing students of 2nd year class from 4-year diploma of general nursing and eight professional nursing instructors of School of Nursing Rajanpur. Descriptive statistics were used to identify the effectiveness of elected (brainstorming & presentation) teaching-learning strategies. Chi square was used to compare the academic performance (marks obtained) between students having different teaching-learning style. Results: The result showed that mean and standard deviation score for brainstorming and presentation teaching-learning strategies were 10.16±1.51 and 10.97±1.27. There is significant difference between group categories (<.05). Conclusion: The findings from this study show that presentation teaching-learning method plays a notable effect on students learning. This study as well exemplify that different teaching-learning method with advance technology is more useful than the conventional methods of teaching-learning.

TEAM BASED LEARNING AS AN EFFECTIVE INTERACTIVE TEACHING TOOL- A CROSS SECTIONAL COMPARATIVE STUDY

2021 ◽  
pp. 63-65
Author(s):  
Anuradha Mokkapati
Keyword(s):  
Active Learning ◽  
Teaching Method ◽  
Teaching Tool ◽  
Traditional Teaching ◽  
Learning Method ◽  
Tutorial Group ◽  
Cross Sectional ◽  
Interactive Teaching ◽  
Team Based Learning ◽  
Teaching Learning

Background & objectives: Traditional teaching is passive and also lacks feedback to the students. Active learning methods have gained importance in medical education. Team Based Learning (TBL) promotes active learning among the students, with limited faculty. The objectives of the study were to compare TBL with Traditional teaching method and obtain feedback regarding TBL sessions from the students. Materials and Methods: Fifth semester students were divided into two groups- Students in A group were included in the TBL session, and those in B group in the traditional tutorial group. An assessment was conducted for both the groups at the end. Feedback was also taken from the students participating in TBL. Results: Mean score for TBL group was signicantly high compared to the traditional tutorial group. Most students opined that TBL promoted active participation and cooperative learning in the students. Many students felt that the session was stressful. Interpretation & Conclusions: TBL is an active and effective interactive teaching-learning method, which encourages students to work cooperatively.

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 Physiotherapy Students’ Perceptions of Team-Based Learning Using the Team-Based Learning Student Assessment

2019 ◽  
Vol 8 (4) ◽  
pp. 43
Author(s):  
Renato da Costa Teixeira ◽  
Atila Barros Magalhaes ◽  
Vera Regina Palacios ◽  
Madacilina de Melo Teixeira
Keyword(s):  
Physical Therapy ◽  
Undergraduate Students ◽  
Traditional Approach ◽  
Student Assessment ◽  
Assessment Instrument ◽  
Learning Ability ◽  
Average Score ◽  
Team Based Learning ◽  
Teaching Learning ◽  
The Impact

According to the National Curricular Guidelines for the undergraduate-level course in physical therapy, the curriculum must promote the training of a generalist, humanist, critical, and reflective professional to develop skills focused on decision-making, communication, leadership, etc. Several methodologies are used in the teaching-learning process; of these, active methodologies are often cited, wherein, contrary to the traditional model of teaching, the roles of the teacher and student are reversed. This study aimed to evaluate students&rsquo; perception of learning in teams (Team-based learning) as a teaching-learning strategy in the physical therapy undergraduate program of the University of the State of Par&aacute;, using the Team-based Learning Student Assessment Instrument (TBL-SAI). A cross-sectional, descriptive study with 21 physical therapy undergraduate students of the UEPA Campus XII was conducted. The TBL-SAI was administered after they participated in an optional course of the respiratory system, wherein the TBL teaching was adopted. The 33 items of the TBL-SAI comprise responses ranging from 1 (I strongly disagree) to 5 (I strongly agree), divided into three subscales: perception of students&rsquo; accountability, preference for traditional approach or TBL, and students&rsquo; satisfaction. Average score on the subscales higher than the neutral scores indicated that the students perceived the TBL to be an effective learning tool. The participants reported an overall positive experience using TBL with respect to accountability toward their studies, preference for TBL, and their satisfaction with the method. Future studies should evaluate the impact of TBL on the academic performance and learning ability of undergraduate students of physical therapy.

scholarly journals Team Based Learning

2018 ◽  
Vol 6 (1) ◽  
pp. 159-174
Author(s):  
Ibrahim Abdellatif Ibrahim ◽  
Wafaa Fathi Sleem
Keyword(s):  
Traditional Learning ◽  
Learning Method ◽  
Nursing Administration ◽  
Control Groups ◽  
Academic Challenges ◽  
Significant Difference ◽  
Team Based Learning ◽  
Staff Interactions ◽  
And Control ◽  
Experimental Group

Background:Team based learning is a strategy that combines features of student-centeredness and problem solving attributes. It also enhance students’ engagement which achieve desired outcomes such as retention; academic achievement and improved critical thinking. Aim: The present study aimed to investigate  the effect of implementing team based learning on students' engagement in nursing administration course. Subjects and Methods: A quasi experimental design was used. The study sample included 251 students who were studied nursing administration course during the first term of academic year 2015/2016,they were divided into two groups: experimental group (n=128) and control group (n=123). Data was collected by using four tools: Team based learning knowledge questionnaire, Readiness Assurance Test for Team based learning, Students' engagement questionnaire, Preference between team based learning and traditional learning questionnaire.  Results: There was highly statistically significant difference between experimental and control groups regarding academic challenges, active and collaborative learning, students - staff interactions and total students' engagement domains .there was no statistically significant difference between experimental and control groups regarding enriching educational experiences and supportive learning environment domains.The majority students of experimental group preferred team based learning more than traditional learning. Conclusion: Implementing team-based learning method in nursing administration course enhances students' engagement, especially academic challenges, active and collaborative, student-staff interactions domains. The majority of the students were preferred team-based learning method more than the traditional method. Recommendations:Team-based learning method should be implemented in nursing administration course and other nursing courses in the faculty. Feedback questionnaire should be administered to collect views of students and meeting with students to let them express about their opinions after studying assigned courses.

scholarly journals Flipping an on-campus general English course: a focus on technology complexity of instruction and learners’ levels of impulsivity

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Shakiba Zarrinfard ◽  
Mehrak Rahimi ◽  
Ahmad Mohseny
Keyword(s):  
Reading Proficiency ◽  
Learning Outcome ◽  
Instructional Materials ◽  
Control Group ◽  
Blended Instruction ◽  
Conventional Instruction ◽  
Positive Attitudes ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Different Levels

AbstractThe current study compared the effects of two types of flipped instruction (FI) (low- and mid-tech) with two other class conditions, a blended course and a conventional teaching, on learning outcome of language learners with different levels of impulsivity in an on-campus General English (GE) course. To attain such a goal, four GE classes consisting of 100 freshmen (25 students in each class) were selected and organized into 3 experimental (mid-tech FI, low-tech FI, blended instruction) and 1 control group (conventional teaching). In low-tech flipped class, the students were provided with the vodcasts and podcasts of the instructor’s teaching. For the mid-tech flipped class, the podcasts and vodcasts were integrated into an educational website where all instructional and supplementary materials were available. The blended group accessed the educational website after the instructor’s teaching as the extension of the class activities. The control group received the GE conventional instruction (chalk and talk approach). The participants’ learning outcome was assessed by reading paper of Preliminary English Test and their level of impulsivity was measured by BIS-11. The quantitative data were analysed by a two-way analysis of variance (ANOVA) and the results revealed a statistically significant difference in reading proficiency of the four groups after the study, in favour of the mid-tech FI. Moreover, while the type of instruction had no effect on reading proficiency of students with different levels of impulsivity across groups, within group comparisons revealed that only mid-tech group members with different levels of impulsivity benefited equally from the instruction. The results of the qualitative data analysis revealed that the majority of students in both groups had positive attitudes towards the experience, although they expressed their needs for some modifications in teacher role, their own role, and the way the instructional materials are prepared and presented.

Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension

2019 ◽  
Vol 2 (1) ◽  
pp. 16
Author(s):  
Dani Gunawan
Keyword(s):  
Pilot Study ◽  
Elementary Students ◽  
First Grade ◽  
Learning Method ◽  
Reading And Writing ◽  
Learning Technique ◽  
Increasing Trend

This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. It was found that there was an increasing trend after the implementation. The analysis proccess generated data as followed: during pilot study, eight students succeeded to reach the standard indicator with percentage of 25%. Cycle I generated 15 students with learning completion percentage of 46.8.%. And, during second cycle, there were 27 students who succeeded in reaching completion standard with completion percentage of 84.3%.

QUANTITATIVE CRITERIA FOR VALIDATION OF ELECTROENCEPHALOGRAM NEUROFEEDBACK TRAINING PROTOCOL: A PILOT STUDY ON NEUROPATHIC PAIN

2019 ◽  
Vol XVI (4) ◽  
pp. 67-79
Author(s):  
Muhammad Abul Hasan ◽  
Matthew Fraser ◽  
Saad Ahmed Qazi
Keyword(s):  
Neuropathic Pain ◽  
Pilot Study ◽  
Learning Ability ◽  
Alpha Band ◽  
Neurofeedback Training ◽  
Off Time ◽  
Training Protocol

Neurofeedback (NF) training has been used for the treatment of neuropathic pain. This paper presents the results of assessment of the learning ability of five patients having neuropathic pain. The following two types of baselines were adopted: Baseline 1 refers to power on Day 1 in PreNF state; and Baseline 2 refers to power recorded on each training day in PreNF state. The result of the study demonstrated that not only the baseline its selection is also important to demonstrate the validity of training protocol. It was also found that Baseline 2 can be used to define cut-off time for training (when training should be stopped). All five patients can be classified as learner and alpha band was found to be most relevant for NF training.

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