Meta-analysis on the effectiveness of team-based learning on medical education in China

Chen, Minjian; Ni, Chunhui; Hu, Yanhui; Wang, Meilin; Liu, Lu; Ji, Xiaoming; Chu, Haiyan; Wu, Wei; Lu, Chuncheng; Wang, Shouyu; Wang, Shoulin; Zhao, Liping; Li, Zhong; Zhu, Hongcheng; Wang, Jianming; Xia, Yankai; Wang, Xinru

doi:10.1186/s12909-018-1179-1

Cited by 73 publications

(56 citation statements)

References 23 publications

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“…Implementing the TBL method in the curriculum can be a hard task for faculty, but it is rewarding and beneficial to student learning and skills (36,37). Over recent years, the number of studies on active learning methods (especially TBL) for health professions education has grown dramatically (24).…”

Section: Discussionmentioning

confidence: 99%

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

Santana

Oliveira

Ramos

2019

Rev. bras. educ. med.

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Background Medical education has evolved considerably over the last few years, especially through adoption of new technologies and active methodologies. These methodologies aim to improve learning and engage students deeply in the process. TBL is a methodology widely used in health schools, including Medical Schools. We can use it to work with large groups, divided into small teams. The students first work individually, then within teams, and finally the groups cooperate to solve applied problems. Objectives To describe students’ perceptions and satisfaction about a Medical Genetics course organized into blocks of subject in which we used TBL sessions with first-year medical students. Methods A Medical Genetics course were organized into subject blocks in which a TBL session was conducted in each of these blocks to improve the learning process. At the end of the course, the students answered a questionnaire on satisfaction and perceptions. Results By the first time we described a Medical Genetics course organized into 5 blocks of subject matter on a total of 25 genetic diseases in which a TBL session was conducted in each of these blocks. We enrolled a total of 290 participants and 96% of the students were satisfied with TBL. Furthermore, 97% of students believe that TBL helped them to learn, and 87% approved of use of TBL in the future at other stages of their medical course. Conclusion Application of the TBL method during a medical genetics course was well-received by students and proved an important tool in the structures of curricula for medical education at this university.

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Section: Discussionmentioning

confidence: 99%

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

Santana

Oliveira

Ramos

2019

Rev. bras. educ. med.

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“…Furthermore, some articles pointed out that the evaluation of the effectiveness of these two approaches were still unsophisticated, particularly for basic medical education [5,24]. In medical education in China, theory courses often occupy the most teaching time, with the largest proportion of learning contents in the final examination, which cannot completely evaluate students' learning ability in PBL and TBL [5,24]. Therefore, a more relevant assessment system should be implemented, such as adding laboratory course examinations [5].…”

Section: Effects Of Tbl and Pbl On Learning Outcomesmentioning

confidence: 99%

Comparison of problem-based and team-based learning on Chinese basic medical education for clinical medicine: a pilot study

Gan

Deng

Chen

et al. 2020

Preprint

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Background Since being proposed half a century ago, problem-based learning (PBL) and team-based learning (TBL) have been two popular teaching approaches used in Chinese basic medical education. To compensate for the shortcomings of lecture-based learning (LBL), both PBL and TBL can greatly benefit students. This study compares the differences of PBL and TBL on active learning and final academic scores in Chinese basic medical curriculum at Shantou University Medical College (SUMC). Methods Ten Year 4 and thirteen Year 3 medical students, enrolled in 2015 and 2016 at SUMC, were selected for TBL and PBL, respectively. In the homeostasis module, a basic-medical curriculum used in China, TBL was used for Year 4 students at their 3rd year, and PBL was used for Year 3 students. Student feedback was collected through a questionnaire. Academic achievement was based on their final examination scores. Each grade used the same final examination paper, which included both memorization and clinical application questions, as students in the traditional LBL class. Quantitative data were analyzed by t- and nonparametric tests. Results All students completed the questionnaire. Most students (PBL:62%, TBL:90%) thought the teaching approach they used was good for training clinical thinking, but PBL required more time and imposed a greater study burden. However, PBL students received higher scores than LBL students for clinical application essays (p < 0.05), whereas there were no differences in memorization problem scores. Final academic scores showed no significant differences between TBL and LBL students (p > 0.05). Conclusion Despite the differences in the culture of learning between China and the West, TBL and PBL are two popular teaching approaches among Chinese medical students. In Chinese basic medical education, PBL is more effective in training clinical thinking, while in TBL, students spend less time with problems and are helped by the professors. The relevant assessment system and teacher training system should be perfected.

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“…Para esse impacto realmente ter efeito, o grupo deve seguir algumas etapas básicas do aprendizado em equipe, como a formação do grupo, processo de garantia de prontidão, feedback imediato, sequenciamento em sala de aula, resolução de problemas, estrutura motivacional e exercícios de aplicação da equipe 3 . Uma metanálise realizada por Chen et al 10 incluiu 1.545 participantes e analisou a efetividade do TBL em comparação ao ensino tradicional, apontando que o TBL possui maior eficácia no processo ensino-aprendizagem, assim como em habilidades e atitudes interpessoais.…”

Section: Gráfico 1 Gráfico De Floresta Com Análise Das Frequências Daunclassified

Percepção de Alunos de Curso de Graduação em Medicina sobre o Team-Based Learning (TBL)

Masocatto

Couto

Matta

et al. 2019

Rev. bras. educ. med.

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RESUMO O Team-Based Learning (TBL) é uma estratégia educacional baseada em aprendizagem ativa que se tornou uma proposta pedagógica alternativa importante no contexto dos métodos de ensino utilizados em educação médica. A proposta do presente trabalho foi avaliar a percepção dos alunos sobre o uso da metodologia TBL em curso de graduação em Medicina e analisar os diferentes aspectos da aplicação desse método de ensino em relação à forma tradicional de ensino utilizada na maior parte dos cursos de Medicina no País. Foi aplicado um questionário específico aos alunos com oito questões e respostas dicotomizadas (escala de Likert com cinco itens). Durante o mês de junho de 2017, alunos do curso de graduação em Medicina (quarto e sétimo períodos) foram submetidos a várias sessões de ensino com o método TBL na Universidade Municipal de São Caetano do Sul (USCS) com os temas sepse, trauma, leucemia, câncer colorretal e câncer de pulmão. A amostra foi calculada em 193 participantes, considerando uma precisão relativa de 10% e um nível de significância de 5% para uma estimativa de 70% de respostas positivas (concordo e concordo firmemente) para a afirmação “Esse TBL teve um impacto positivo no meu aprendizado”. A análise foi realizada com cálculo de estatística descritiva e das frequências relativas e absolutas de respostas com intervalo de confiança de 95% para cada ponto estimado. A utilização do método foi percebida como favorável nos aspectos de preferência (em relação à aula expositiva tradicional), motivação, satisfação e aprendizado. O TBL se destacou como um método pedagógico excelente para a aprendizagem em alunos do curso de Medicina. Uma das vantagens foi a capacidade de desenvolver habilidades em raciocínio clínico e a possibilidade de construir o conhecimento com sua utilização prática. O método ativo apareceu, dessa forma, como uma importante alternativa de metodologia se comparada ao método tradicional.

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Meta-analysis on the effectiveness of team-based learning on medical education in China

Cited by 73 publications

References 23 publications

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

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

Comparison of problem-based and team-based learning on Chinese basic medical education for clinical medicine: a pilot study

Percepção de Alunos de Curso de Graduação em Medicina sobre o Team-Based Learning (TBL)

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