Team-based learning as a teaching strategy for first-year medical students

Punja, Dhiren; Kalludi, Shivananda N; Nayak, Kirtana Raghurama; Rao, Raghavendra; Dhar, Murali

doi:10.4066/amj.2014.2244

Cited by 35 publications

(22 citation statements)

References 19 publications

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“…Thirteen articles were published during 1973–1999, four articles during 2000–2009, and nine articles during 2010–2016 . Sixteen articles came from the USA and the rest from Australia, Canada, Dominica, Germany, India, the Netherlands, South Africa and the UK . Of the 16 US articles 12 were published prior to 2000 and 7 of these 12 articles focused primarily on minority and disadvantaged students …”

Section: Resultsmentioning

confidence: 99%

“…Most articles were programme reports, although some described research studies using quantitative or mixed‐method approaches. Some articles were explicitly driven by a theoretical perspective such as active learning, metacognitive interventions (e.g.…”

Section: Resultsmentioning

confidence: 99%

“…Some articles were explicitly driven by a theoretical perspective such as active learning, metacognitive interventions (e.g. self‐efficacy, self‐regulation, reflection), interpersonal bonding and social belonging, problem solving and team‐based learning, whereas others were silent or unclear about the educational theory driving the intervention . Two studies used an assessment to inform the design of the intervention …”

Section: Resultsmentioning

confidence: 99%

“…Secondly, in the proactive‐deficit approach, learning support is provided to a specific group of students perceived to have a deficit prior to failure . Finally, in the proactive‐developmental approach, learning support is provided to all students as a way of providing learning and development support …”

Section: Resultsmentioning

confidence: 99%

“…Academic success skills included learning and study skills in general and more specifically multi‐sensory learning, concept mapping, test taking and reading skills (literacy) . There was also mention of other skills, such as problem solving (e.g.…”

Section: Resultsmentioning

confidence: 99%

See 4 more Smart Citations

Learning support interventions for Year 1 medical students: a review of the literature

Kebaetse

Mokone

et al. 2017

Med Educ

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Learning support interventions for Year 1 medical students: a review of the literature

Kebaetse

Mokone

et al. 2017

Med Educ

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Dissection in the Modern Medical Curriculum: An Exploration into Student Perception and Adaptions for the Future

Jeyakumar

Dissanayake

Dissabandara

2019

Anatomical Sciences Ed

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For centuries cadaveric dissection has been a cornerstone of medical anatomy education. However, time and financial limitations in modern, compressed medical curricula, coupled with the abundance of alternate modalities, have raised questions about the role of dissection. This study was designed to explore student perceptions of the efficacy of a dissection program for learning musculoskeletal anatomy, and possible adaptations for appropriate inclusion of dissection in the modern medical curricula. A paper-based questionnaire was used to collect data from 174 medical students after completion of cadaveric dissections. Data were analyzed using both quantitative and qualitative methods. Students strongly believed that cadaver-based learning is essential to anatomy education and modern teaching modalities only complement this. Moreover, most students reported that dissection provided an additional, immersive learning experience that facilitated active learning and helped in developing manual competencies. Students with previous dissection experience or an interest in anatomy-related specialties were significantly more likely to attend dissection sessions. Students found that the procedural dissection components enhanced the knowledge of applied anatomy and is beneficial for the development of clinical skills. They welcomed the idea of implementing more procedure-based dissections alongside lectures and prosections-based practical (PBP) sessions. Cadaveric dissection plays an integral role in medical anatomy education. Time restraints and an increased focus on clinical significance, however, demand carefully considered adaptations of existing dissection protocols. The introduction of procedure-based dissection offers an innovative, highly engaging and clinically relevant package that would amalgamate skills essential to medical practice while retaining the benefits that have allowed dissection to stand the test of time.

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Team‐based learning versus traditional didactic lectures in teaching clinical biochemistry at King Abdulaziz University; learning outcomes and student satisfaction

Alamoudi

Shawwa

Gad

et al. 2021

Biochem Molecular Bio Educ

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Team-based learning (TBL), which encourages students to become active rather than passive learners, has gained world-wide popularity in medical education due to its proven positive effect on more than one aspect of the educational process. At King Abdulaziz University (KAU), clinical biochemistry is still taught in the form of didactic lectures, and while there is a need for introducing active learning, student learning response from TBL has not been explored. In this quasi-experimental non-equivalent comparison group design, we compared learning outcomes and student satisfaction in a clinical biochemistry course taught either via TBL to second year clinical nutrition students (n = 33) or via traditional lectures to same year nursing students (n = 70). The same summative post-course exam was given to both student groups to assess impact on learning. Focus group discussion and a self-administered questionnaire were used to gain insight into clinical nutrition students' level of satisfaction with TBL. In the post-course exam results of recall and reasoning questions, nursing students (Lectures) scored an average of 38% ± 2.4 in the recall questions while clinical nutrition students (TBL) scored higher with an average of 74.5% ± 4.3 (p < .0001). In reasoning questions, nursing students (Lectures) scored lower than clinical nutrition students (TBL), 23% ± 2.7 versus 40% ± 4.2, respectively (p < .001). In comparing results of pre-and posttest recall questions within each group, there was no significant difference between pre-and post-results for nursing students (Lectures) while clinical nutrition students (TBL) showed a significant increase in post-versus pre-test results of 71% versus 41% (p < .0001). In the final summative post-course exam, nursing students scored an average of 60% ± 2.4 while clinical nutrition students (TBL) scored significantly higher with an average of 78% ± 2.4 (p < .001). Qualitative studies revealed that accountability and team-work were positive aspects perceived by students regarding TBL. The study showed that 84% of surveyed students enjoyed the experience, however, when asked about challenges self-study was their main challenge. TBL proved to be a

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Team-based learning as a teaching strategy for first-year medical students

Abstract: The team-based learning session improved student engagement with course content. The majority of the students felt that TBL supplementation enhanced their understanding of course content and believe that it will help them perform better in their exams.

Cited by 35 publications

References 19 publications

Learning support interventions for Year 1 medical students: a review of the literature

Learning support interventions for Year 1 medical students: a review of the literature

Dissection in the Modern Medical Curriculum: An Exploration into Student Perception and Adaptions for the Future

Team‐based learning versus traditional didactic lectures in teaching clinical biochemistry at King Abdulaziz University; learning outcomes and student satisfaction

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