Team‐Based Learning Using an Audience Response System: An Innovative Method of Teaching Diagnosis to Undergraduate Dental Students

Pileggi, Roberta; O'Neill, Paula N.

doi:10.1002/j.0022-0337.2008.72.10.tb04597.x

Cited by 58 publications

(45 citation statements)

References 9 publications

(12 reference statements)

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“…Previous studies reported that TBL classes improved student diagnostic skills and student's critical analytic ability [8], National Board Examination results [10] and course grades on removable denture prosthesis [11]. According to our previous report [13], the average correct answer rate of TBL class showed higher term-end examination score than the regular class that teachers give the ordinary lectures.…”

Section: Discussionmentioning

confidence: 89%

“…Both class types (FC and TBL) are more likely to be effective than regular classes because our previous study showed that the average correct answer rate of TBL class showed higher term-end examination score than that of the regular class that teachers give the traditional lectures [13]. We consider that students can learn how to study by themselves in the active learnings (FC or TBL) [3,7,8,10,11,[13][14][15][16][17][18][19]and the difference between FC and TBL may not be big on the term-end examination score. We also have study limitation and we do not know the reason why there was no difference between FC and TBL.…”

Section: Discussionmentioning

confidence: 99%

“…Team based learning is a modified style of FC [21]. Students study before classes, and the students take Individual Readiness Assurance Test (IRAT) and Group Readiness Assurance Test (GRAT), then discuss Group Assignment Projects (GAPs) in class [7,8,10,11,[13][14][15][16]. Students studied the study material before the class and at the beginning of the class, each of them took the IRAT, which has multiple-choice questions, to check their preparation level.…”

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confidence: 99%

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Comparison between flipped classroom and team-based learning in a prosthodontic class at Tokushima University

Hayama¹,

Okura²,

Oshima³

et al. 2020

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Background: Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students study before the class, take the Individual Readiness Assurance Test (IRAT) and Group Readiness Assurance Test (GRAT), and then discuss Group Assignment Projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL using longitudinal term-end examination data. Methods: Flipped classroom and TBL effectiveness was assessed from the results of the term-end examinations at the end of the semester from 2014 to 2017. The students were asked to answer questions on the favorable and unfavorable responses of FC and TBL. To check the difficulty of the term-end examinations, control dentists took the same examinations. The dentists were clinical prosthodontic residents who graduated within 3 years from undergraduate course. All prosthodontic residents attended the referential examinations. Results: The term-end examination score of FC and TBL did not show a statistical difference. Multi-way ANOVA showed that the referential examination scores by the dentists were significantly higher than that of the students (P < 0.0001). According to the students, the favorable responses of FC and TBL were on the study habit and the video contents, while the unfavorable responses were mainly on the study materials. Conclusions: There is no statistical difference between FC and TBL on term-end examination scores. There were no interactions between the test period and the participants (students or dentists), and the test period and class format.

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Section: Discussionmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Comparison between flipped classroom and team-based learning in a prosthodontic class at Tokushima University

Hayama¹,

Okura²,

Oshima³

et al. 2020

Preprint

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“…Nathaniel et al, 2016 in their meta-analysis found small but signi cant effects following the use of ARS technologies on both cognitive and non-cognitive learning outcomes [12]. However, few of the conducted trials studied ARS application for the undergraduate dental teaching programs, in particular in the eld of orthodontics [13,14]. The materials of the subject of orthodontics are considered to have a relatively high level of speciality and consequently are considered out of the scope of practice for a general dentist.…”

Section: Discussionmentioning

confidence: 99%

Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

Alharbi

Alazmi

Momani

et al. 2020

Preprint

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Background: The advent of electronic teaching facilities improved tutor-student communication. This study aims to explore the effectiveness of Phone-Based Audience Response System (PB-ARS), as an adjunctive and interactive model to traditional pedagogy, on the retention of information by undergraduate dental students and to explore the students’ perception and acceptance of PB-ARS. Methods: This cross-over clustered randomised control trial was conducted with 34 final year undergraduate dental students, who were allocated to one of two event groups (G1 and G2) using computer-generated randomisation. Both groups simultaneously attended two different traditional lectures a week apart (L 1 and L2). During L1, PB-ARS was used as an adjunct to conventional presentation to teach G1 participants (PB-ARS group). In contrast, G2’s participants acted as a control group (CG), and they were taught using the traditional presentation. In the second week (L2), the interventions were crossed. Participants from both groups completed pre- and post-lecture multiple-choice questions (MCQ) to assess short-term retention of information. They also filled post-lecture questionaries' to determine their perceptions of teaching delivery. Their performance in the final MCQ exam (10 weeks following L2) were used assess the long-term recall of the obtained knowledge. Results: 29 and 31 participants from the CG and PB-ARS group completed this trial, respectively. Although 87.5% of students in PB-ARS group showed an improvement in their post-lecture scores compared to 79.3% for CG, it was statistically insignificant. Similarly, the intervention showed an insignificant effect on the long-term retention of the knowledge.There was a mildly favourable attitude of students to the PB-ARS system; however, the difference in the overall rate of the level of satisfaction in both was statistically insignificant.Conclusion: PB-ARS system has a minimal insignificant effect on short- and long term retention of knowledge of the undergraduate dental students, though it was a slightly more preferred adjunct to conventional classroom teaching. Due to the limitation of this trial, a long-term randomised controlled trial with a larger sample size is recommended.

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“…Team-based learning in nursing results in decreasing tension and study time and increasing preparation time for the class among nursing students, which make it possible to allocate more time for discussion about complicated nursing topics. 19 Other advantages of this method includes increasing class dynamics, 22 students involvement in class discussions, 18 increasing differential diagnosis skills in students and clinical experiences, decreasing the economic costs, 21 enhancing self-learning, 23 and stimulating higher levels of knowledge based on performance. 24 Moreover, team-based learning improves student performances in some healthcare educational courses.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Team-Based Learning on Nervous System Examination Knowledge of Nursing Students

Maslakpak

Zareie

2015

J Caring Sci

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Introduction: Team-based learning is one of the active learning approaches in which independent learning is combined with small group discussion in the class. This study aimed to determine the impact of team-based learning in nervous system examination knowledge of nursing students. Methods: This quasi-experimental study was conducted on 3rd grade nursing students, including 5th semester (intervention group) and 6th semester (control group). The traditional lecture method and the team-based learning method were used for educating the examination of the nervous system for intervention and control groups, respectively. The data were collected by a test covering 40-questions (multiple choice, matching, gap-filling and descriptive questions) before and after intervention in both groups. Individual Readiness Assurance Test (RAT) and Group Readiness Assurance Test (GRAT) used to collect data in the intervention group. In the end, the collected data were analyzed by SPSS ver. 13 using descriptive and inferential statistical tests. Results: In team-based learning group, mean and standard deviation was 13.39 (4.52) before the intervention, which had been increased to 31.07 (3.20) after the intervention and this increase was statistically significant. Also, there was a statistically significant difference between the scores of RAT and GRAT in team-based learning group. Conclusion: Using team-based learning approach resulted in much better improvement and stability in the nervous system examination knowledge of nursing students compared to traditional lecture method; therefore, this method could be efficiently used as an effective educational approach in nursing education.

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Team‐Based Learning Using an Audience Response System: An Innovative Method of Teaching Diagnosis to Undergraduate Dental Students

Cited by 58 publications

References 9 publications

Comparison between flipped classroom and team-based learning in a prosthodontic class at Tokushima University

Comparison between flipped classroom and team-based learning in a prosthodontic class at Tokushima University

Phone-based audience response system as an adjunct in orthodontic teaching of undergraduate dental students: a cross-over randomised controlled trial

The Impact of Team-Based Learning on Nervous System Examination Knowledge of Nursing Students

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