First-year students’ perceptions of team-based learning in a new medical genetics course

Santana, Vinicius Canato; Oliveira, Carlos Rocha; Ramos, Ramon Bossardi

doi:10.1590/1981-52712015v43n3rb20180256

Cited by 6 publications

(9 citation statements)

References 36 publications

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“…Outros autores apontam ainda que participantes de atividades de ABE recomendam fortemente que elas sejam expandidas e aplicadas a outras disciplinas, módulos ou cursos 26 , além de perceberem que o entusiasmo com essa estratégia educacional não diminui com o passar do tempo 9,24,27,28 . Santana et al 29…”

Section: Resultsunclassified

Modelo de oficinas de qualificação em Aprendizagem Baseada em Equipes com docentes de Medicina

Albuquerque

Botelho

Caldato

2021

Rev. bras. educ. med.

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Resumo: Introdução: A Aprendizagem Baseada em Equipes (ABE) tem se mostrado, em todo o mundo, uma ferramenta pedagógica promissora nas mais diversas realidades, ao estimular o autoaprendizado do aluno e potencializar a habilidade de trabalhar em equipe. Todavia, são escassos os estudos que envolvam a qualificação de docentes para a prática dessas atividades. Objetivo: Dessa forma, o presente estudo objetivou relatar um modelo de oficina de qualificação docente em ABE e a avaliação feita pelos participantes acerca da metodologia empregada, com docentes do curso de Medicina de uma instituição privada de ensino superior de Belém, no Pará. Método: Trata-se de uma pesquisa-ação intervencionista realizada por meio de questionários elaborados pelos próprios dos autores para avaliar a satisfação, as críticas e as recomendações dos docentes acerca das oficinas propostas. Resultados: Percebeu-se que 81,2% dos participantes atribuíram “satisfação máxima” às oficinas e os demais as classificaram como “satisfatórias”. Dessa forma, houve aprovação da técnica empregada por todos os docentes. Quando indagados sobre os pontos negativos nas oficinas, os mais citados foram: horários e dias escolhidos (18,7%); pouco tempo para estudo individual (15,6%); deslocamento, carga horária extensa e falhas no convite para inscrição nas oficinas (12,5%). Quando questionados sobre os pontos positivos, os mais citados foram: utilizar a própria ABE para ensinar ABE (93,7%); qualidade dos artigos escolhidos para estudo prévio (87,5%); e alta aplicabilidade prática (81,2%). Por fim, 93,7% dos participantes referiram se sentir confiantes para conduzir atividades de ABE em suas práticas diárias. Conclusão: Os participantes demonstraram boa aceitação e satisfação com relação à metodologia empregada nas oficinas, permitindo assim que possam aplicar essa estratégia de ensino com maior segurança e assertividade em suas rotinas diárias. Espera-se que este trabalho possa contribuir para a aprendizagem sobre essa estratégia educacional e descomplicar e tornar acessível a sua aplicação, para assim estimular docentes e instituições não familiarizados com a ABE a introduzir essa valiosa ferramenta em suas matrizes pedagógicas.

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Section: Resultsunclassified

Modelo de oficinas de qualificação em Aprendizagem Baseada em Equipes com docentes de Medicina

Albuquerque

Botelho

Caldato

2021

Rev. bras. educ. med.

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“…TBL has proven efficacy in different undergraduate courses in health sciences such as Nursing (Reimschisel et al, 2017;Dearnley et al, 2018), Pharmacy (Basheti et al, 2010;Dearnley et al, 2018), Physiotherapy ( Maas et al, 2014), Speech Therapy (Nascimento et al, 2019), Medicine (Garner et al, 2010;Reimschisel et al, 2017;Cunha et al, 2019), and many others (Dearnley et al, 2018), at different periods of the course, since the first year (Santana et al, 2019), as in the case of this study, in intermediate (Masocatto et al, 2019) and final (Reimschisel et al, 2017) moments, on different continents (Reimschisel et al, 2017). It is also successfully at graduate level (Silva et al, 2017), including in medical residency (Kisiel et al, 2010;Thomas et al, 2011;McMullen et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

Lima¹,

André²,

Kamimura³

et al. 2020

JETS

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In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received from their peers. Results: The comparison between the average of the evaluations in the TBL method (MTBLs) and the PA showed that 17.64% of the teams showed a significant difference between the grades, thus having the “halo effect”. In the qualitative analysis, the “halo effect” was evidenced in only one of these teams. Although many studies corroborate the idea that using PA in the formative assessment is appropriate, advancing in the use of PA in the summative assessment is necessary, integrating it into the institution's evaluation system. Data presented here can help in continuing its use and in increasing its reliability.

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“…The recent technological transformations in the society had significant impacts on students' demands and expectations. Teaching-learning relationship required huge changes to upgrade student profile and to keep the students focusing during lectures [1,2]. Medical education has adopted new and active methodologies other than traditional teaching ways.…”

Section: Introductionmentioning

confidence: 99%

“…Medical education has adopted new and active methodologies other than traditional teaching ways. The aim of these practises is to improve learning by keeping students engaged through different ways [1,2]. Active-learning approaches target higher cognitive level knowledge, besides skills development [3,4].…”

Section: Introductionmentioning

confidence: 99%

“…TBL encourages application and integration of knowledge through student's group work in a single session [9], where groups of students could be divided into small teams. Then questions in different forms could be directed first to students individually, then to teams, and finally the groups in open discussions can cooperate in solving the applied problems [1,2].…”

Section: Introductionmentioning

confidence: 99%

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Team-based learning-adopted strategy in pharmacy education: pharmacology and medicinal chemistry students’ perceptions

Attia

Mandour

2023

Futur J Pharm Sci

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Background Team-based learning (TBL) provides an advanced teaching method for healthcare education; it is characterised by being an interactive teaching session that allows groups of learners to work together in teams to discuss and apply what they have learnt to certain clinical scenarios. The following study aims to evaluate the impact of TBL strategy on the students' comprehension and acquired knowledge, to allow better application and integration of knowledge. The aim of the study was to improve pharmacy students' skills in achieving learning outcomes by adapting TBL pedagogy in the lectures. Students’ feedbacks were collected via post-lecture survey. Results The study was applied to pharmacy students covering two courses: Pharmacology III (Level 4) and Medicinal Chemistry I (Level 3) in a period of two-week lectures through the first semester of the academic year 2021/2022 in Future University in Egypt. The selected topics-related preparation materials were previously available on each course moodle page prior to the actual lecture, for the students to get prepared including growth hormone, sex hormones and their associated diseases for the pharmacology course and COVID-19 management for the Medicinal Chemistry course. The TBL lecture was started by dividing the students into teams and then readiness assurance tests were given, as individual readiness assurance test and then team readiness assurance test conceptual test were applied. The assessment of the students’ decision-making skills and problem solving was evaluated through solving-related clinical cases. All the learning outcomes were achieved with maximum participation and interaction via an open discussion between the lecturer and the students during the lecture. A total of 116 students answered the survey and confirmed their satisfaction, better understanding and more participation in TBL lectures compared to other topics taught with the ordinary methods. More than half of the students recommended the TBL method for better perception and participation. Conclusion The students felt great appreciation for the team-based lecturing. Also, recommendations and suggestions were directed towards increasing the percentage of TBL lectures in the curriculum, as it helped them to concentrate more with high participation levels.

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First-year students’ perceptions of team-based learning in a new medical genetics course

Cited by 6 publications

References 36 publications

Modelo de oficinas de qualificação em Aprendizagem Baseada em Equipes com docentes de Medicina

Modelo de oficinas de qualificação em Aprendizagem Baseada em Equipes com docentes de Medicina

Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

Team-based learning-adopted strategy in pharmacy education: pharmacology and medicinal chemistry students’ perceptions

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