The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students’ Mastery of Pathology

Du, Bin; Yang, Xuesong

doi:10.5430/ijhe.v6n3p12

Cited by 6 publications

(3 citation statements)

References 15 publications

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“…1,3,5 A statistically significant increase in the post test score of students who were exposed to the conventional lecture, as compared to their pre-test score was found. This has also been documented by Du et al and Punja et al 2,4 So, the importance of lectures cannot be undermined and lectures cannot be totally replaced by TBL.…”

Section: Second Sessionmentioning

confidence: 58%

“…TBL is a student centric approach, which ensures active participation of each member and also promotes teamwork and learning ability. 2,3 Pathology is one of the most important subjects taught in second year in Indian medical schools and is the basis of medicine later on. It is a vast subject which requires in depth knowledge by the students to be able to solve problem-based scenarios, which can be successfully dealt with a Methods 182 team-based approach, as emphasised by previous authors.…”

Section: Introductionmentioning

confidence: 99%

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Team based learning in pathology: Lessons learned from a pilot study

Bhargava¹,

Grover²,

Verma³

et al. 2021

Scripta Medica

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Background: Team based learning (TBL) is an approach where students are organised in groups where they learn from each other. TBL is a student centric approach, which ensures active participation of each member and also promotes teamwork and learning ability. Looking at the teacher centric approach of the conventional teaching learning methods in medical education, where the students are mere passive learners and the sessions can be monotonous, TBL seems to be extremely relevant today as a more student centric teaching learning method. Aim of this study was to compare TBL with conventional teaching learning method (CTL). Methods: This randomised crossover study was conducted in the Department of Pathology, SMS Medical College, on 224 third semester medical students, wherein they were exposed to TBL session and their learning outcome and perception was compared to CTL. The data was analysed using Primer version 6 software. Results: In this study, there was a statistically significant improvement (p < 0.001) in the score of students after exposure to TBL. Also, there was a significant difference in the learning outcome of students of TBL (mean assessment score 7.21) as compared to CTL (mean assessment score 6.09). The student perception trends revealed a positive tilt towards TBL, wherein 70.98 % students agreed that TBL was a better learning strategy as compared to lectures. Conclusion: This pilot study concluded that TBL can be used as a supplement to the conventional lectures for improving the learning as well as team work and leadership skills of students.

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Section: Second Sessionmentioning

confidence: 58%

Section: Introductionmentioning

confidence: 99%

Team based learning in pathology: Lessons learned from a pilot study

Bhargava¹,

Grover²,

Verma³

et al. 2021

Scripta Medica

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“…For a long time, the teaching activities of HE courses have generally been individually organized and administered by the HE department. However, an increasing number of horizontally or vertically integrated, problem‐based learning (PBL), and task‐based learning (TBL) pilot courses are appearing in Chinese medical schools, in which the HE course is incorporated as a basic section (Fan et al, 2014; Yin et al, 2015; Cheng et al, 2017; Du and Yang, 2017; Pan et al, 2017). Second, virtual microscopy has greatly altered histological teaching and practice in the laboratory.…”

Section: Introductionmentioning

confidence: 99%

Histology and Embryology Education in China: The Current Situation and Changes Over the Past 20 Years

Cheng

Chan

et al. 2020

Anatomical Sciences Ed

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In mainland China, histology and embryology (HE) are taught in one course as an essential component of medical curricula. The effectiveness of HE courses directly affects the quality of medical students. To determine the present situation and changes in HE teaching in Chinese medical schools, a nationwide survey was conducted among the HE departmental leaders. In total, 66 responses were included in the study, representing prominent Chinese mainland medical schools. The results revealed that most HE teachers have medical educational backgrounds; an increasing number of teaching staff with PhDs have joined the teaching staffs. A range of 71 to 90 HE curriculum contact hours is predominant. The ratio of theory to practice for HE contact hours is 1:1 at half of the surveyed medical schools. The numbers of students in each laboratory are less than 30 and from 31 to 60 at 23 and 36 medical schools, respectively. Virtual microscopy is employed in 40% of the surveyed medical schools. Didactic teaching is the most common strategy, although new teaching approaches are being employed gradually. During the past 20 years, both the total number of HE teachers and the number of HE teachers with medical educational backgrounds have been reduced in at least half of the surveyed schools. A total of 83.33% of the surveyed schools have reduced their HE contact hours. Almost half of the Chinese medical schools remained unchanged in both their ratio of theory to practice and the number of students in each laboratory. The data derived from this study help to understand the development of the HE discipline at Chinese medical schools.

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