The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions

Abstract

In our medical school, we changed from a lecture-based method to a team-based learning (TBL) method to teach "polyneuropathies" in the neurology clerkship starting from the 2014 to 2015 academic year. Real patients were used instead of written scenarios in TBL sessions. This study aimed to compare former lecture-based and the current TBL methods in terms of knowledge retention, in-class learner engagement, and learner reactions. First, we determined in-class engagement and satisfaction of the students for the lectures given in the 2013-2014 academic year. The following year, besides the same criteria, we also determined individual (IRAT) and group readiness test (GRAT) scores in the TBL group. End-of-clerkship exam scores for both groups were recorded. Additionally, opinions of patients about their experiences throughout the TBL process were determined. One year later (2015 for lecture and 2016 for TBL), both groups sat for an MCQ test to determine their knowledge retention levels. We found no difference between groups regarding end-of-clerkship exam scores. The mean knowledge retention test score of the TBL group was significantly higher than that of the lecture group (5.85 ± 1.74 vs. 3.28 ± 1.70). The differences between IRAT, GRAT, and retention test scores in the TBL group were significant. The mean student satisfaction score on a five-point scale was 3.01 ± 0.9 (median = 3) in the lecture group and 4.11 ± 1.1 (median = 4) in the TBL group. Our results seem encouraging for use of TBL performed with real patients in neurology education to achieve better long-term knowledge retention and higher in-class engagement and student satisfaction.

The Use of Educational Games to Explain Complex Concepts Related to Human Physiology

“…The teaching of content through games was able to contribute to the understanding of the contents previously discussed, besides being an interesting, funny and essential tool in the teaching of human physiology [11]. This is consistent with other studies that have demonstrated that group work is an important pedagogical tool and used in conjunction with games can maximize the students' learning Section name: Title (Arial, 10, italic, left, single paragraph) process [3].…”

“…However, the change from a teaching-centered model to student-centered model is still a challenge. Teachers rarely have a specific training in active teaching methods, which could promote their engagement in create new strategies to increase de the students' interest and motivation to be more autonomous [2,3].…”

“…In the last years, different strategies were proposed aiming the students' interaction and participation in the knowledge construction. Among these methodologies are the problem-based learning (PBL), team-based learning (TBL), among others [3,4]. But not always is possible to change from traditional curriculum to an all-active course, as required in PBL, for example, since it involves curricular and institutional modifications.…”

Grupo de estudo “fisiologiando” utilizando metodologias ativas: a percepão dos estudantes sobre o uso dessa estratégia no ensino-aprendizagem de Fisiologia humana

“…The active teaching has as main characteristic the insertion of student as a protagonist in the construction of knowledge, using different active methodologies to promote the learning [8][9][10][11].…”

“…The teamwork, an strategy that could be included in study groups, is an efficient alternative of active method to increase the students' learning and interest in the contents [8,9], promoting the students' responsibility for the learning [9]. From this perspective, we propose the creation of a study group using teamwork and other active methods as a way to increase the students' interest and facilitate their learning of human physiology.…”