The development and implementation of the Nottingham early cognitive and listening links (Early CaLL); A framework designed to support expectation counselling and to monitor the progress, post cochlear implantation, of deaf children with severe (SLD) and profound and multiple learning difficulties (PMLD) and associated complex needs

Datta, Gill; Durbin, Karen; Odell, Amanda; Ramirez-Inscoe, Jayne; Twomey, Tracey

doi:10.1080/14670100.2019.1662586

Cochlear Implants International

2019

DOI: 10.1080/14670100.2019.1662586

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The development and implementation of the Nottingham early cognitive and listening links (Early CaLL); A framework designed to support expectation counselling and to monitor the progress, post cochlear implantation, of deaf children with severe (SLD) and profound and multiple learning difficulties (PMLD) and associated complex needs

Gill Datta¹,

Karen Durbin²,

Amanda Odell³

et al.

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2021

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Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance

Salih¹,

El-Samani²,

Bilal³

et al. 2021

AMEP

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Aim Students’ performance in TBL compared to LBL needs to be evaluated. This study aimed to compare students’ performance in team-based learning and traditional lectures. Methods A total of 176 class 4 and 202 class 6 medical students from University of Bahri, Khartoum, Sudan, participated in the study during 2018. Experienced staff were selected to conduct the teaching and assessment of the two groups, using the standard team-based learning procedure (iRAT, gRAT and AppT) in the first topic and the lecture-based learning procedure in the second, within the same time limit for the two methods. Results The two classes overall mean score has a significant 5.1 points difference (p<0.001; 95% CI: 3.5, 6.0). Separate analysis showed consistency of superiority of TBL to LBL in either gender. A remarkable difference was observed when we compared the two methods in class 6 separately from class 4. Class 6 mean score was high for both TBL and LBL (77.2 and 70.2, respectively), with a significant mean difference of 7.0 (p<0.001; 95% CI: 5.1, 8.9). In class 4, the score was lower for both methods (mean of 62.8 for TBL and 59.9 for LBL). The mean difference of 2.95 points was still significant (p<0.05; 95% CI: 0.46, 5.43). Separate multivariate linear regression for TBL and LBL showed no significant difference in performance of males and females in either method. Controlling for gender in TBL, class 4 had a mean of −14.26 points, (p<0.001; 95% CI: −12.54, −15.98) less than class 6. Similarly, in LBL, class 4 had a mean of −10.18 points (p<0.001, 95% CI: −7.02, −13.35), less than class 6. Conclusion Students’ performance using team-based learning was superior to lecture-based learning, irrespective of students’ gender, noticeable among senior students.

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Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance

Salih¹,

El-Samani²,

Bilal³

et al. 2021

AMEP

View full text Add to dashboard Cite

show abstract

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Cited by 1 publication

References 25 publications

Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance

Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance

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