Team-Based Learning Experiences of Fourth-Year Pharmacy Students in a South African University

Eksteen, Mariet; Reitsma, Gerda; Swart, Sonet B; Fourie, Elsa

doi:10.5688/ajpe6167

Cited by 9 publications

(6 citation statements)

References 22 publications

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“…We found that TBL provided a good learning experience for our students, almost in totality. While many publications corroborate our data (23,(25)(26)(27)(28)(29), a small, but representative, number report divergent results, describing negative experiences with TBL (30,31). Here, 96% of students got satisfied with TBL sessions, 97% agreed that TBL helped them to learn and 87% approved the use of TBL in other moments in the future.…”

Section: Discussionsupporting

confidence: 71%

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: Discussionsupporting

confidence: 71%

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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“…This does not reflect the theory of that TBL becomes an enjoyable and valuable learning tool, and students respond positively after experienced it. TBL favor increased after students learning experience with TBL [3]. This phenomenon could be a result of motivational variations between year two and year three students.…”

Section: Discussionmentioning

confidence: 91%

“…Team-based learning (TBL) has become an increasingly important educational method of a medical curriculum in the last few years [1,2]. It was first introduced by Larry Michaelsen in 1970 within the field of business education [3,4]. Later, TBL found to be suitable for health profession education because of its relevancy as a student-centered learning philosophy [4].…”

Section: Introductionmentioning

confidence: 99%

Team-Based Learning Student Assessment Instrument (TBL-SAI) for measuring the effectiveness of TBL in a Saudi Medical School: Psychometric Analysis and differences by academic years

Ibrahim

2019

Preprint

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Background Increasing the use of Team Based Learning (TBL) in health profession education reinforce the need to develop a proper instrument for measuring the applicability of this method. This study aimed to examine the psychometric properties of TBL-SAI and the mean score of instrument subscales by the different academic year of the students. Methods Across-sectional study was conducted at the University of Bisha, College of Medicine (UBCOM), Saudi Arabia. Medical students from second to fourth were included in the study. Participants were completed the TBL-SAI items to measure three subscales of accountability, preference for a lecture or TBL and satisfaction. Cronbach’s alpha, factor analysis, were checked the reliability and validity of the instrument. A principal component analysis (PCA) with varimax rotation was conducted on each subscale. ANOVA analyzed the TBL effectiveness related to the different years of medical school. Results Cronbach’s alpha was 0.798 and factor loading was greater than 0.40 for all the items, indicating the reliability and validity of the scale. In a PCA, accountability items generated two factors with loading >0.40, except items one and four. All preference and satisfaction items have factors loading > 0.40. Fourth-year students’ obtained significant highest mean scores for accountability (p=0.0.49), preferences (p=0.001) and satisfaction (p<0.001) compared to third and second years students. Conclusions TBL-SAI is a sound tool to measure the favor of TBL among medical students. Longitudinal studies are recommended to bring a clear picture of the effectiveness of TBL in UBCOM.

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“…O trabalho em equipe propicia motivação e impacto positivo na aprendizagem e é um bom método para simular atividades que requeiram trabalho em grupo 1,12 . 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 .…”

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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Team-Based Learning Experiences of Fourth-Year Pharmacy Students in a South African University

Cited by 9 publications

References 22 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

Team-Based Learning Student Assessment Instrument (TBL-SAI) for measuring the effectiveness of TBL in a Saudi Medical School: Psychometric Analysis and differences by academic years

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

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