Using team-based learning to prepare medical students for future problem-based learning (original) (raw)
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Perception of students about Team-based learning (TBL) Problem-based learning (PBL)
Health Professions Educator Journal, 2020
Background: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning, problem based learning (PBL) and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd year MBBS students in Pharmacology department, who are also practicing PBL in 2nd year. Aim: The aim of the study was to know student’s perception about TBL and PBL. Methods: Students were asked to fill the questionnaire regarding each teaching strategy anonymously using both, open and closed ended questions. The data was analyzed by using SPSS version 21. Results: A total of 120 students filled the questionnaire regarding their perception about TBL, and 94 students filled the questionnaire regarding PBL. Students found the readiness assurance tests and immediate feedback effective for their learn...
Team-based learning (TBL) in the medical curriculum: better than PBL
Background: Internationally, medical schools have long used a variety of approaches to develop hybrid Problem based learning (PBL) curricula. However, Team-based learning (TBL), has gained recent popularity in medical education. TBL maintains the advantages of small group teaching and learning, but in contrast to Problem-based learning (PBL), does not require large numbers of tutors. In 2016, TBL was introduced to Year 1 of the Sydney Medical Program (SMP). This study sought to compare students' perceptions of using TBL in place of PBL.
2016: Integrated Problem Based Learning (PBL) Evaluation by Students in Kerbala Medical College.
AL- Kindy Col Med J 2016:Vol. 12 No.1, 2016
Background: Scientific education aims to be inclusive and to improve students learning achievements, through appropriate teaching and learning. Problem Based Learning (PBL) system, a student centered method, started in the second half of the previous century and is expanding progressively, organizes learning around problems and students learn about a subject through the experience of solving these problems. Objectives:To assess the opinions of undergraduate medical students regarding learning outcomes of PBL in small group teaching and to explore their views about the role of tutors and methods of evaluation. Type of the study: A cross-sectional study. Methods: This study was conducted in Kerbala Medical Colleges among second year students. A self-administered questionnaire was prepared to evaluate the newly applied teaching system. The study analysis included simple descriptive analysis and determining association through t-test, chi square test and regression analysis and using structural equation models to determine simultaneous association between different students' demographic characteristics and potential predictors using SPSS-20 and Amos software at a significance level of < 0.05. Results:A total of 131 undergraduate medical students participated in the study with a response rate of 94%. The majority (93%) have indicated that PBL strategy contributed effectively to their knowledge development with a similar majority (92%) considering PBL successful new teaching method. About 86% reported that would choose PBL rather than conventional method and also 86% would advise PBL for others. Similarly, high majority indicated that various PBL activities are essential. Regarding the tutors' role in PBL, the majority (92%) indicated that this role was positive and fundamental. According to two thirds (68%) of participants PBL application in Kerbala Medical college was very good application while a higher majority described various PBL sessions as successful and positive and fundamental role of tutors was stressed by most students. Conclusions: This study highlighted the benefits of soliciting student impressions of effective small group teaching. The students' emphasized group atmosphere and facilitation skills of tutor in learning.
Evaluation of Problem Based Learning Course at College of Medicine, Qassim University, Saudi Arabia
The PBL approach to learning in medical education can be considered as the most significant educational innovation in the past four decades. PBL is by now a well established method of learning and instruction. Evaluating the success of PBL as compared to more traditional Lecture Based Learning requires more complex techniques. Objective: The objective of this study is to examine the conceptualization, design, implementation and usefulness of the PBL programme, and to determine its effectiveness.
Integrated Problem Based Learning (PBL) Evaluation by Students in Kerbala Medical College
Background: Scientific education aims to be inclusive and to improve students learning achievements, through appropriate teaching and learning. Problem Based Learning (PBL) system, a student centered method, started in the second half of the previous century and is expanding progressively, organizes learning around problems and students learn about a subject through the experience of solving these problems. Objectives:To assess the opinions of undergraduate medical students regarding learning outcomes of PBL in small group teaching and to explore their views about the role of tutors and methods of evaluation. Type of the study: A cross-sectional study. Methods: This study was conducted in Kerbala Medical Colleges among second year students. A self-administered questionnaire was prepared to evaluate the newly applied teaching system. The study analysis included simple descriptive analysis and determining association through t-test, chi square test and regression analysis and using structural equation models to determine simultaneous association between different students' demographic characteristics and potential predictors using SPSS-20 and Amos software at a significance level of < 0.05. Results:A total of 131 undergraduate medical students participated in the study with a response rate of 94%. The majority (93%) have indicated that PBL strategy contributed effectively to their knowledge development with a similar majority (92%) considering PBL successful new teaching method. About 86% reported that would choose PBL rather than conventional method and also 86% would advise PBL for others. Similarly, high majority indicated that various PBL activities are essential. Regarding the tutors' role in PBL, the majority (92%) indicated that this role was positive and fundamental. According to two thirds (68%) of participants PBL application in Kerbala Medical college was very good application while a higher majority described various PBL sessions as successful and positive and fundamental role of tutors was stressed by most students. Conclusions: This study highlighted the benefits of soliciting student impressions of effective small group teaching. The students' emphasized group atmosphere and facilitation skills of tutor in learning.
Introduction: The aim of this study is to determine the opinions of tutors and students about the effectiveness of Problem-based Learning in Dokuz Eylul University School of Medicine. Methods : A questionnaire with a five-point Likert scale, with 1:minimum, 5;maximum, rating PBL effectiveness was administered in February and March of 2001 to tutors and students. Response rates of tutors and students were respectively 65.0% (130 out of 201) and 82.4% (346 out of 420). The reliability of the scale was high (Cronbach α= 0.90). Results: Ratings of tutors and students respectively on identified outcomes of PBL varied between 3.80-4.69 and 3.69-4.27 out of 5 points. Both groups gave high ratings to the areas of clinical reasoning, communication and problem solving and gave lower ratings to gaining basic science knowledge. Basic science tutors rated the areas of problem solving, gaining basic science knowledge and intrinsic motivation of students significantly higher than did clinical science tutors. Discussion: According to the results of this study, tutors` and students` opinions about PBL outcomes were similar to those previously reported in the literature. Both groups had positive opinions about PBL's effectiveness. As has been reported in other studies, tutors and students gave the lowest ratings to the area of gaining basic science knowledge. However, the ratings of basic science tutors were higher than those of clinical science tutors in this area. This may be due to preexisting beliefs of clinical science tutors regarding the effectiveness of PBL for teaching factual basic science knowledge.
2017
Background: Institutions may have different interpretations of Problem-Based Learning (PBL) characteristics. As a result, the implementation of PBL may be completely different from one institution to another. Aim: This study aims to evaluate and compare the implementation of PBL at the Faculty of Medicine, Suez Canal University (FOM-SCU), Egypt and Ibn Sina National College for Medical Studies (ISNC), Saudi Arabia from the viewpoint of student at both schools. Methods: This is a descriptive study, conducted at the FOM-SCU and ISNC and a convenience sample was taken from students in both schools (381 students at FOM-SCU and 479 students at ISNC). A validated, self-administered questionnaire was used to evaluate the quality of PBL implementation from the students’ points of view. Validity and reliability studies have been done for the questionnaire after its translation into Arabic. Descriptive statistics together with regression analysis were applied, using SPSS v.20. Results: Overal...
This Guide discusses the considerable literature on the merits or shortcomings of Problem-based learning (PBL), and the factors that promote or inhibit it, when seen through the eyes of the student. It seems to be the case that PBL works best when students and faculty understand the various factors that influence learning and are aware of their roles; this Guide deals with each of the main issues in turn. One of the most important concepts to recognise is that students and Faculty share the responsibility for learning and there are several factors that can influence its success. They include student motivation for PBL and the various ways in which they respond to being immersed in the process. As faculty, we also need to consider the way in which the learning environment supports the students develop the habit of life-long learning, and the skills and attitudes that will help them become competent reflective practitioners. Each of these elements place responsibilities upon the student, but also upon the Faculty and learning community they are joining. Although all of the authors work in a European setting, where PBL is used extensively as a learning strategy in many medical schools, the lessons learned we suggest, apply more widely, and several of the important factors apply to any form of curriculum. This Guide follows on from a previous review in the AMEE Guides in Medical education series, which provided an overview of PBL and attempts to emphasise the key role that students have in mastering their subject through PBL. This should render the business of being a student a little less mystifying, and help faculty to see how they can help their students acquire the independence and mastery that they will need.
Comparison of Effectiveness between PBL and LBL in Improving Student Learning Outcomes
International Journal of Nursing Education, 2021
This research explores the differences in test results and the use of some generic skills in the Problem-Based Learning (PBL) model and the Lecture-Based Learning (LBL) model. This research was conducted with a mixed research method, namely quantitative method and qualitative method. The researcher implemented the two models in two different classes, the control class (N = 28) and the experimental class (N = 72). Both learning method successfully activate the use of self-directed learning skills, teamwork skills, critical thinking skills, and problem-solving skills. However, PBL is better in motivating and increasing awareness about lectures so there is a better use of these skills in lectures. Students are very challenged to solve clinical problems relevant to the nursing profession with their group of friends. This in turn has an impact on the higher test results obtained by the experimental class than the control class. Therefore, researchers suggest applying it widely in all nursing majors.
Perception of Medical Students Regarding Problem Based Learning
2015
or more PBL sessions Intervention: a self-administered questionnaire comprising 15 close-ended questions with a 5-point Likert scale responses Main Outcome Measures: Student's perceptions and opinions Results: Overall, students had a positive perception towards all the items; self-learning, critical thinking, integration of basic concepts into clinical science, identifying gaps in knowledge and improved problem solving skills. The mean value of all items was 19.77 ± 2.61 out of 25. Students who perceived that PBL stimulates critical thinking and 90.4% agreed that PBL integrates basic science with clinical knowledge. Although 73.1% of students found that PBL motivates self-learning, majority disagreed about increasing the frequency of PBL. Also, most of students were against increasing marks allocated for the assessment of PBL. Almost three quarters of students realized the value of PBL in improving communication skills and interpersonal relations. Students who thought that PBL is a preferable teaching tool for clinical concepts amounted to 69.2%. Conclusion: Overall, students perceived PBL positively. While positive perception was maximum for integration of basic science into clinical knowledge and critical thinking, problem solving. Students also valued PBL in enhancing communication skills and promoting positive interpersonal relations. However, majority of students disagreed to have more frequent PBL sessions or to increase PBL exam marks.