scholarly journals Perceptions and Attitudes of First-Year Medical Students on a Modified Team-Based Learning ( TBL ) Strategy in Anatomy

2012 ◽  
Vol 12 (3) ◽  
pp. 336-343 ◽  
Author(s):  
Ibrahim M. Inuwa
Keyword(s):  
Medical Students ◽  
First Year ◽  
Perceptions And Attitudes ◽  
Team Based Learning ◽  
First Year Medical Students

scholarly journals Team-based learning as a teaching strategy for first-year medical students

2014 ◽  
Vol 7 (12) ◽  
Author(s):  
Dhiren Punja ◽  
Shivananda Kalludi ◽  
Kirtana Pai ◽  
Raghavendra Rao ◽  
Murali Dhar
Keyword(s):  
Medical Students ◽  
Teaching Strategy ◽  
First Year ◽  
Team Based Learning ◽  
First Year Medical Students

scholarly journals Team-based learning as a teaching strategy for first-year medical students

2014 ◽  
pp. 490-499 ◽  
Author(s):  
Dhiren Punja ◽  
Shivananda N Kalludi ◽  
Kirtana M Pai ◽  
Raghavendra K Rao ◽  
Murali Dhar
Keyword(s):  
Medical Students ◽  
Teaching Strategy ◽  
First Year ◽  
Team Based Learning ◽  
First Year Medical Students

scholarly journals Assessment of first-year medical students’ perceptions of teaching and learning through team-based learning sessions

2016 ◽  
Vol 40 (4) ◽  
pp. 536-542 ◽  
Author(s):  
Adam S. Obad ◽  
Ahmed A. Peeran ◽  
Mohammad Abrar Shareef ◽  
Wissal J. Alsheikh ◽  
Dana A. Kalagi ◽  
...  
Keyword(s):  
Medical Students ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Team Work ◽  
First Year ◽  
Validity And Reliability ◽  
Organ Systems ◽  
Team Based Learning ◽  
And Behavior ◽  
First Year Medical Students

Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick’s theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach’s α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach’s α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of <0.049, <0.035, and <0.031, respectively). Students who had prior teamwork experience rated TBL higher in terms of their learning experience compared with those who were rarely involved in team work. This study demonstrated that Alfaisal University first-year medical students perceived TBL positively as a teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL.

scholarly journals A Case of Congenital Heart Defect for First-Year Medical Students - Team-Based Learning Format

MedEdPORTAL ◽  
2009 ◽  
Vol 5 (1) ◽  
Author(s):  
Maria Sheakley ◽  
Julie Baumberger ◽  
Charles Seidel ◽  
Liris Benjamin ◽  
Charlotte Rhodes
Keyword(s):  
Medical Students ◽  
Congenital Heart Defect ◽  
Congenital Heart ◽  
First Year ◽  
Heart Defect ◽  
Team Based Learning ◽  
First Year Medical Students

scholarly journals Cystic Fibrosis Case for First-Year Medical Students - Team-Based Learning Format

MedEdPORTAL ◽  
2008 ◽  
Vol 4 (1) ◽  
Author(s):  
Maria Sheakley ◽  
Sharma Davendranand ◽  
Mary Moore ◽  
James Grogan ◽  
David Averill
Keyword(s):  
Cystic Fibrosis ◽  
Medical Students ◽  
First Year ◽  
Team Based Learning ◽  
First Year Medical Students
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