The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores

Zgheib, Nathalie K.; Dimassi, Zakia; Akl, Imad Bou; Badr, Kamal F.; Sabra, Ramzi

doi:10.3109/0142159x.2016.1147537

Cited by 39 publications

(31 citation statements)

References 30 publications

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“…Variability was observed in the disclosure of further participant demographic information, specifically concerning first language, gender and mean age. Only 24 papers specified whether students had previous experience in NTS learning [ 26 , 28 , 32 , 35 , 39 , 41 , 44 , 45 , 52 , 55 , 61 , 63 , 64 , [67] , [68] , [69] , [74] , [75] , [76] , [77] , [78] , [79] , [80] , [81] ].…”

Section: Resultsmentioning

confidence: 99%

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Nicolaides

Cardillo

Theodoulou

et al. 2018

Annals of Medicine and Surgery

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ObjectivesThere is substantial lack of guidance when it comes to the implementation of non-technical skills (NTS) in undergraduate medical education. This review aimed to identify and critically evaluate published literature on learning strategies for NTS in undergraduate medical education and to derive a training framework targeted towards standardizing future training interventions.MethodsA systematic review of the MEDLINE database was performed using a prospective protocol following PRISMA guidelines. Studies evaluating undergraduate medical students exposed to NTS interventions, which measured subjective or objective outcomes in selected attributes, were included.ResultsInitial systematic search yielded a total of 5079 articles, out of which 68 fulfilled the inclusion criteria. A total of 24 NTS were identified, with communication skills being the most commonly reported skill evaluated (n = 37). A variety of educational tools were used (n = 32), noteworthy being the use of simulated patients. Great heterogeneity was also observed in measured outcomes and methods of assessment. A ‘triad of outcomes’ in NTS training was devised (knowledge, skill performance and attitude towards skills) and used for classification of all reported outcomes. Extracted data were used to design a non-technical skill training framework.ConclusionsThe existing literature describes a plethora of NTS interventions in undergraduate medical education, with varied outcomes and assessments. We hereby propose the ‘NTS Training Framework’, in an attempt to coordinate future research and catalyze the identification of an ideal NTS course structure to form tomorrow's physicians.

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Section: Resultsmentioning

confidence: 99%

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Nicolaides

Cardillo

Theodoulou

et al. 2018

Annals of Medicine and Surgery

View full text Add to dashboard Cite

show abstract

“…Some benefits cited have included a higher‐level of learning and further engagement in the material (Bergmann and Sams, ; Marcey and Brint, ; Jeavons et al, ); increase in creativity and critical thinking (Al‐Zahrani, ); a switch to a student‐centered learning environment (Bergmann and Sams, ; Pierce and Fox, ; McLaughlin et al, ); higher‐level of student‐teacher interaction (Bergmann and Sams, ); a more structured approach to learning (Baepler et al, ); and frequently reported increase in student performance (Moravec et al, ; Deslauriers et al, ; Missildine et al, ; Schultz et al, ; Ryan and Reid, ; Cheng et al, ). Quantitative and qualitative studies have been conducted in a variety of STEM courses including general chemistry (Ryan and Reid, ), physiology (Tune et al, ), physics (Deslauriers et al, ), biology (Moravec et al, ), engineering (Rais‐Rohani and Walters, ), and to a smaller extent in the health professions curricula such as nursing (Missildine et al, ; Shatto et al, ), pharmacy (McLaughlin et al, ; Taglieri et al, ), medicine (Tolks et al, ; Zgheib et al, ; Chen et al, ), and physical therapy (Boucher et al, ). However, very few rigorous studies have been conducted in physical therapy curriculum or in upper‐level anatomy courses.…”

Section: Introductionmentioning

confidence: 99%

A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students

Day

2018

Anatomical Sciences Ed

103

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A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P < 0.001). Long-term retention and knowledge transfer was analyzed in a subsequent semester's sequenced kinesiology course, with students from the flipped anatomy classroom performing at a higher level in kinesiology (P < 0.05). Student's pre-matriculation grade point average was also considered. Previously lower performing students, when in a flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P < 0.05), accuracy on higher-level analytical anatomy multiple-choice questions (P < 0.05) and performance in subsequent course of kinesiology (P < 0.05). This study suggests that the flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students.

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“…An incidental finding from this study was the development of the professional learner. It is known that collaborative or team-based learning improves communication skills (Zgheib et al, 2016), but it appears that studying collegially on real-life clinical case studies also has benefits in developing graduate attributes in the biomedical science profession. Students in this study commented that working in the collaboration studio "felt more professional" and provided "professional role modelling".…”

Section: Student Experience Of Professionalismmentioning

confidence: 99%

Does the learning space matter? An evaluation of active learning in a purpose-built technology-rich collaboration studio

Donkin

2021

AJET

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Studies in technology-rich learning environments have reported positive outcomes of active learning when compared to the traditional didactic classroom; others have found no benefits or have found interruption to learning due to the distraction of the technology. Evidence is required to support effective technology spaces that promote professional preparation, engagement and learning transfer. The impact of a technology-enabled collaboration studio on facilitating team-based learning for professional preparation through a case study in biomedical sciences was explored using a mixed method approach. Explicit assessment items as objective measures of student learning outcomes and implicit subjective, self-reported feelings of engagement and readiness for clinical practice is reported. Quantitative results showed an average 11.8% (p < 0.001; 95% CI 6.6-17.0) improvement in the final examination score for those students who had content delivered in the collaborative environment compared to a standard classroom. Qualitative results also support the notion that engagement and learning was enhanced. Investment towards a technology-enabled collaboration studio has shown a contributory effect that improves final grade outcomes through increased engagement, communication, motivation and professionalism for the learner. This research informs guidelines for best practice in active learning environments, particularly in purpose-built high technology learning spaces. Implications for practice or policy: Learning outcomes can be improved by investing in technology-enabled collaboration studios. Engagement and a sense of professional practice are enhanced by active learning in a technology-rich learning environment. Institutions should invest in technology-enabled active learning spaces.

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The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores

Cited by 39 publications

References 30 publications

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review

A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students

Does the learning space matter? An evaluation of active learning in a purpose-built technology-rich collaboration studio

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