Peer-Assisted and Team-Based Learning: A new hybrid strategy for Medical Education

Abstract

Medical education has been significantly changing in the last years, mainly due to new conceptions of the teaching-learning processes that advocate the employment of active methods of learning, such as Team-Based Learning (TBL). Peer-Assisted Learning (PAL) is a long-established strategy that has been used in several undergraduate courses. This study describes a pilot test of a new model of PAL developed with an adapted TBL strategy, that was called “PAL-TBL method”. The test occurred during Human Physiology classes with first-year Medical undergraduate students from Universidade de Pernambuco - Garanhuns Campus, Brazil. The PAL-TBL was designed as a teaching-learning methodology to improve academic education. Here, the organizational dynamics and the design of the activities carried out from 2016 to 2017 are reported. The resulting PAL-TBL methodology is characterized as the following: (i) timing I or material preparation (context/scenario) and study/analysis of the material by the participants; (ii) timing II or verification of prior knowledge (individual and team test), questioning and feedback and (iii) timing III or applying the concepts learned. It is worth mentioning that the end of timing II consisted of a moment for evaluating the team’s work and the materials used. Material production happened through the interaction between student-tutors and the (supervising) professor, aiming to share experiences as well as to elucidate the importance of using active methods during the academic development of useful competencies for medical practice. The methodology developed allowed students to reflect extensively on the problems presented in the class discussions, allowing for a richer learning experience. Further applications of PAL-TBL in advanced years of the course will be done to confirm the benefits of this hybrid strategy for medical education.

Impact of teaching, learning, and assessment of medical law on cognitive, affective and psychomotor skills of medical students: a systematic review

“…All of this enhances knowledge at the level of remember and understanding of Bloom’s taxonomy. On the other side of the spectrum are active learning methods such as PBL, Gamification, TBL, project base learning, scenario base learning, active demonstration, group discussion and other dialogue-based methods that cause involvement and inclusive participation in the teaching-learning process [ 85 – 87 ]. Some modern methods for enhancing knowledge have been developed, such as computer training, mentoring training, and e-mentoring program [ 88 ].…”

Current Trends in Dental Education

“…It is defined as people (not professional teachers) of comparable standing, assisting each other to learn and learning themselves by teaching i.e., both tutees and tutors benefit from the transaction 9 . This method enables the identification of individual and group learning needs, promotes organization of existing knowledge, acquisition of new knowledge, critical thinking, socialization, and teamwork skills 10 . Ehsan et al 2020 recommended that instead of utilizing PAL as an independent tool of instruction for undergraduate dental students it should be an adjunct to synchronous teaching telepresence by faculty especially during the current COVID pandemic situation.…”

Monitoria Acadêmica Na Formação Em Enfermagem: Construindo Conhecimentos Através De Metodologias Ativas

“…14 Destaca-se, também, que a aprendizagem em grupo oportunizou e potencializou o trabalho em equipe, além do desenvolvimento de habilidades inter-relacionais e comunicacionais, o pensamento crítico-reflexivo, a motivação, a cooperação e o diálogo no processo de ensino-aprendizagem, favorecendo a construção efetiva do conhecimento, por meio de abordagem diferenciada e atrativa. 15 Afirma-se que a exposição dialogada e dinâmica do conteúdo em slides também foi fundamental para proporcionar a projeção do conhecimento e das compreensões dos estudantes sobre os conteúdos, facilitando as discussões e a construção dialogada do conhecimento. Reconhece-se, assim, a exposição dialogada como estratégia eficaz, em que o conteúdo é exposto e debatido, envolvendo a participação dos estudantes, que dialogam ativamente com o professor e discentemonitor sobre o objeto de estudo, podendo expressar ideias e saberes adquiridos.…”