Team Based Learning: A controlled trial of Active learning in Large Group Setting.

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

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

10.36106/gjra/1806610 ◽

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.

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Long term comparison between flipped classroom and team-based learning on a prosthodontic class

10.21203/rs.2.17621/v1 ◽

2019 ◽

Author(s):

Rika Hayama ◽

Kazuo Okura ◽

Masamitsu Oshima ◽

Maki Hosoki ◽

Yoshitaka Suzuki ◽

...

Keyword(s):

Active Learning ◽

Correct Answer ◽

Flipped Classroom ◽

Statistical Difference ◽

Test Period ◽

Examination Score ◽

Group Assignment ◽

Study Habit ◽

Team Based Learning

Abstract Background Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students also study before class. The students take individual readiness assurance test (IRAT) and group readiness assurance test (GRAT), then discuss group assignment projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL using longitudinal term-end examination data.Methods FC and TBL effectiveness was assessed from the results of the term-end examinations from 2014 to 2017. The students were asked to answer questions on the favorable and unfavorable responses of FC and TBL. To check the difficulty of the term-end examinations, control dentists took the same examinations.Results Multi-way ANOVA showed that the correct answer rate in term-end examinations was significantly different in comparison with the time of the trial, and for the participants (students and dentists). The term-end examination score of FC and TBL did not show a statistical difference. According to the students, the favorable responses of FC and TBL were on the study habit and the video contents, while the unfavorable responses were mainly on the study materials.Conclusions There is no statistical difference between FC and TBL on term-end examination scores. There were no interactions between the test period and the participants (students or dentists), and the test period and class format.

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Utilizing Web Tools for Computer-Mediated Communication to Enhance Team-Based Learning

Human Computer Interaction ◽

10.4018/978-1-87828-991-9.ch086 ◽

2009 ◽

pp. 1334-1349

Author(s):

Elizabeth Avery Gomez ◽

Dezhi Wu ◽

Katia Passerini ◽

Michael Bieber

Keyword(s):

Active Learning ◽

Computer Mediated Communication ◽

Mediated Communication ◽

Web Based ◽

Team Members ◽

Face To Face ◽

Computer Mediated ◽

Team Based Learning ◽

Team Interactions ◽

The Face

Team-based learning is an active learning instructional strategy used in the traditional face-to-face classroom. Web-based computer-mediated communication (CMC) tools complement the face-toface classroom and enable active learning between face-to-face class times. This article presents the results from pilot assessments of computer-supported team-based learning. The authors utilized pedagogical approaches grounded in collaborative learning techniques, such as team-based learning, and extended these techniques to a Web-based environment through the use of computer-mediated communications tools (discussion Web-boards). This approach was examined through field studies in the course of two semesters at a US public technological university. The findings indicate that the perceptions of team learning experience such as perceived motivation, enjoyment, and learning in such a Web-based CMC environment are higher than in traditional face-to-face courses. In addition, our results show that perceived team members’ contributions impact individual learning experiences. Overall, Web-based CMC tools are found to effectively facilitate team interactions and achieve higher-level learning.

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Traffic safety education for child pedestrians: A randomized controlled trial with active learning approach to develop street-crossing behaviors

Transportation Research Part F Traffic Psychology and Behaviour ◽

10.1016/j.trf.2018.10.021 ◽

2019 ◽

Vol 60 ◽

pp. 734-742 ◽

Cited By ~ 3

Author(s):

Hamide Zare ◽

Shamsaddin Niknami ◽

Alireza Heidarnia ◽

Mohamad Hossein Fallah

Keyword(s):

Randomized Controlled Trial ◽

Active Learning ◽

Traffic Safety ◽

Controlled Trial ◽

Learning Approach ◽

Safety Education ◽

Street Crossing ◽

Randomized Controlled

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Case-Based Learning as an Effective Tool in Teaching Pharmacology to Undergraduate Medical Students in a Large Group Setting

Journal of Medical Education and Curricular Development ◽

10.1177/2382120520920640 ◽

2020 ◽

Vol 7 ◽

pp. 238212052092064

Author(s):

Gurleen Kaur ◽

Jagdeep Rehncy ◽

Karamdeep Singh Kahal ◽

Jaspreet Singh ◽

Vidushi Sharma ◽

...

Keyword(s):

Undergraduate Medical Students ◽

Group Setting ◽

Real Patient ◽

Clinical Exposure ◽

Large Group ◽

Medical College ◽

Case Based Learning ◽

Written Test ◽

Teaching Learning ◽

Case Based

Background: The need for case-based learning in basic subjects is being recognized world over. Early clinical illustrations and actual clinical exposure enable students to associate basic science and real patient situations, probably increasing their retention of knowledge. The study was conducted to introduce an alternate method of teaching-learning in pharmacology in a large classroom setting to integrate pharmacology into clinical setting for better learning and understanding of the subject. Methods: Ninety-four students of second professional MBBS of a medical college in Punjab were divided into 2 groups and were taught a 2-hour topic in pharmacology using case-based learning (CBL) method and didactic lecture (DL) method using a crossover design. Their attendance and written test score at the end of teaching session were compared. Feedback from students and faculty was taken by prestructured questionnaires. Results: There was an increase in students’ attendance ( P = .008) in CBL sessions but insignificant difference in their performance ( P = .98) in the tests. Most (84%) of the students felt that CBL is a better method of teaching-learning than traditional DL. The teaching faculty felt that the students looked more interested and were themselves more motivated for the newer method of teaching. Conclusions: Case-based learning led to improvement in student motivation, satisfaction, and engagement. Most students and faculty accepted that CBL was an effective learning tool for pharmacology teaching in a large group setting and supported the incorporation of CBL into traditional DL teaching.

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Tele-Assisted Behavioral Intervention for Families with Children with Autism Spectrum Disorders: A Randomized Control Trial

Brain Sciences ◽

10.3390/brainsci10090649 ◽

2020 ◽

Vol 10 (9) ◽

pp. 649

Author(s):

Flavia Marino ◽

Paola Chilà ◽

Chiara Failla ◽

Ilaria Crimi ◽

Roberta Minutoli ◽

...

Keyword(s):

Behavioral Intervention ◽

Randomized Control Trial ◽

Controlled Trial ◽

Children With Autism ◽

Autism Spectrum ◽

Group Setting ◽

Children's Behavior ◽

Intervention Protocol ◽

Randomized Control ◽

Families With Children

Background: Telehealth is useful for both autism spectrum disorder (ASD) diagnosis and treatment, but studies with a direct comparison between teletherapy and traditional in-person therapy are limited. Methods: This randomized control trial—ISRCTN (International Standard Randomised Controlled Trial Number) primary clinical trial registry ID ISRCTN15312724—was aimed at comparing the effect of a tele-assisted and in-person intervention based on a behavioral intervention protocol for families with children affected by ASDs. Forty-two parents with children with autism (30 months to 10 years old) were randomly assigned to 12 sessions of an applied behavioral analysis (ABA) intervention implemented in an individual and group setting, either with or without the inclusion of tele-assistance. Pre- and postintervention assessments were conducted using the Home Situation Questionnaire (HSQ-ASD) and the Parental Stress Index (PSI/SF). Results: Substantial improvements in the perception and management of children’s behavior by parents, as well as in the influence of a reduction in parent stress levels on said children’s behavior through the use of a tele-assisted intervention, were obtained. Conclusions: This randomized controlled trial demonstrates the evidence-based potential for telehealth to improve treatment of ASDs.

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