scholarly journals Perception of students about Team-based learning (TBL) Problem-based learning (PBL)

2020 ◽  
Vol 3 (1) ◽  
pp. 18-23
Author(s):  
Khizar Ansar Malik
Keyword(s):  
Medical Curriculum ◽  
Teaching Strategy ◽  
Problem Based Learning ◽  
Team Work ◽  
Slide Projector ◽  
Self Directed Learning ◽  
Immediate Feedback ◽  
Student Centered ◽  
Team Based Learning ◽  
Directed Learning

Abstract Background: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning, problem based learning (PBL) and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd year MBBS students in Pharmacology department, who are also practicing PBL in 2nd year. Aim: The aim of the study was to know student’s perception about TBL and PBL. Methods:  Students were asked to fill the questionnaire regarding each teaching strategy anonymously using both, open and closed ended questions. The data was analyzed by using SPSS version 21. Results: A total of 120 students filled the questionnaire regarding their perception about TBL, and 94 students filled the questionnaire regarding PBL. Students found the readiness assurance tests and immediate feedback effective for their learning in TBL. While for PBL, students found that different point of views were respected by group members and there is better integration among different disciplines in PBL. Conclusion: It is the need of the hour to include new strategies in our curriculum which promotes team work and effective communication skills. Both PBL and TBL have advantages of their own and can provide better student learning if incorporated in a medical curriculum, keeping in view the students responses in our study.

Design of a problem-based undergraduate course in pharmacology: implications for the teaching of physiology.

1991 ◽  
Vol 260 (6) ◽  
pp. S14 ◽  
Author(s):  
P K Rangachari
Keyword(s):  
Small Groups ◽  
Learning Process ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Student Centered ◽  
Directed Learning ◽  
Teacher Centered

University learning can be either teacher centered or student centered. Problem-based self-directed learning in the context of small groups provides students with an opportunity to take greater responsibility for their own learning. In problem-based learning, process and content are inextricably linked, with the three cardinal elements being the students, the tutors, and the problems. The design of such an undergraduate course in pharmacology is described, and the implications for teaching physiology are discussed.

scholarly journals Assessment of students’ satisfaction with a student-led team-based learning course

2015 ◽  
Vol 12 ◽  
pp. 23 ◽  
Author(s):  
Justin W. Bouw ◽  
Vasudha Gupta ◽  
Ana L. Hincapie
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Group Discussion ◽  
Barriers To Success ◽  
Self Directed Learning ◽  
Group Data ◽  
Team Based Learning ◽  
Focus Group Data ◽  
Directed Learning ◽  
Students Satisfaction

Purpose: To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Methods: Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. Results: The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. Conclusion: This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals PENERAPAN MODIFIED PROBLEM BASED LEARNING (PBL) DENGAN GALLERY WALK (GW) UNTUK MENINGKATKAN KETERAMPILAN MENYUSUN PETA PIKIRAN DAN HASIL BELAJAR IPA

2017 ◽  
Vol 1 (2) ◽  
pp. 42
Author(s):  
Karyatin Karyatin
Keyword(s):  
Problem Based Learning ◽  
Self Directed Learning ◽  
Directed Learning

Proses pembelajaran sedapat mungkin melibatkan para siswa dalam memecahkan permasalahan, mengijinkan para siswa untuk aktif membangun dan mengatur pembelajarannya, dan dapat menjadikan siswa yang berpikir realistis. Untuk mengakomodasi siswa dalam memecahkan masalah dan diskusi menjadi lebih interaktif, juga bisa menjadi salah satu alternatif umpan balik antar siswa dan guru dengan model pembelajaran Problem Based Learning (PBL) dengan metode diskusi kelas berupa Galery Walk (GW). Konsep ini menjelaskan bahwa belajar terjadi aksi siswa, pendidik hanya berperan dalam memfasilitasi terjadinya aktivitas kontruksi pengetahuan oleh pebelajar. Pendidik harus memusatkan perhatiannya untuk membantu siswa dalam mencapai keterampilan (self directed learning). Tujuan dalam penelitian ini untuk mendeskripsikan keterlaksanaan pembelajaran, mengukur keterampilan menyusun peta pikiran, dan hasil belajar kognitif IPA siswa. Data hasil keterlaksanaan pembelajaran dengan menerapkan model pembelajaran PBL dengan strategi diskusi kelas GW mengalami peningkatan pada siklus I mencapai 92% dan siklus II mencapai 98%, sehingga meningkat sebesar 6%. Keterampilan menyusun peta pikiran pada siklus I dengan rata-rata mencapai level cukup baik meningkat dengan level baik pada siklus II. Sedangkan rata-rata hasil belajar kognitif IPA pada siklus I sebesar 76 dan menjadi 79 pada siklus II.

Introduction of Problem Based Learning (PBL) as a Supplementary Tool to Enhance Active Learning in Physiology – A Study in a Medical College of Southern Kolkata

2021 ◽  
Vol 8 (40) ◽  
pp. 3483-3488
Author(s):  
Pandurang Narhare ◽  
Padmakar Sasane ◽  
Revathi Mohanan ◽  
Mriganka Baruah
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Subjective Evaluation ◽  
Problem Based Learning ◽  
Basic Knowledge ◽  
Control Group ◽  
Study Group ◽  
Self Directed Learning ◽  
Clinical Scenarios ◽  
Directed Learning

BACKGROUND The motivation to learn begins with a problem. The ideology of problem-based learning (PBL) is to encourage the students to think beyond the books and apply the basic knowledge to various clinical scenarios. Problem based learning has been a concept in existence for decades, yet its implementation in medical education is limited. So the study on PBL was taken up to know analytical skills, comprehensive understanding of disease process and inculcate the practice of self-directed learning in physiology. METHODS This was an educational interventional study carried out on 60 first MBBS students chosen by simple random sampling. Students were further randomly divided into two groups containing 30 students in the control group and 30 students in the study group. Control group was taught by didactic lectures. 10 clinical scenarios were given to study group and discussions were conducted under the moderation of faculties. Objective evaluation was performed using pre-test and post-test examination for both groups. Subjective evaluation of attitude in study group towards PBL was recorded using self-developed questionnaire using Likert’s scale. Data was analysed by using paired students t test. RESULTS The mean pre-PBL (9.83±4.88) and post-PBL scores (15.61 ± 2.99) in study group were significant (p < 0.00001). The comparison of mean scores of postdidactic lectures (12.88 ± 3.13) in control group and post-PBL (15.61 ± 2.99) in study group were significant (p < 0.001). Subjective evaluation using Likert’s scale revealed increased interest in active learning, better confidence, communication, comprehension, and motivation amongst the PBL group. CONCLUSIONS From the results of this study, it can be concluded that problem-based learning is a good supplementary tool in teaching physiology, and it can be included in the regular medical teaching programmes so that the students have a better understanding of the various challenges in the field of medical education and research so that newer strategies for better health care provision can be planned. KEYWORDS Active Learning, Medical Education, Problem Solving, Self-Directed Learning

Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning

2012 ◽  
Vol 46 (8) ◽  
pp. 738-747 ◽  
Author(s):  
Janneke M Frambach ◽  
Erik W Driessen ◽  
Li-Chong Chan ◽  
Cees P M van der Vleuten
Keyword(s):  
Problem Based Learning ◽  
Self Directed Learning ◽  
Directed Learning

scholarly journals Using an integrated teaching approach to facilitate student achievement of the learning outcomes in a preclinical medical curriculum in India

2019 ◽  
Vol 43 (4) ◽  
pp. 522-528
Author(s):  
Asha Vashe ◽  
Vasudha Devi ◽  
Raghavendra Rao ◽  
Reem Rachel Abraham ◽  
Vinod Pallath ◽  
...  
Keyword(s):  
Medical Curriculum ◽  
Student Assessment ◽  
Educational Environment ◽  
Average Score ◽  
Learning Approaches ◽  
Multiple Choice Questions ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Outcome Based Education ◽  
Directed Learning

Today most education institutions around the world have adopted the philosophy of outcome-based education. The emphasis in outcome-based education is achievement of outcomes; hence the curriculum should be designed in a way that it includes the components targeted specifically at achieving these outcomes. A discipline-based approach results in fragmentation of learning and lack of clinical applicability. Integrated teaching could be a solution to achieve required outcomes in a holistic way. Hence, the aim of this study was to develop, implement, and evaluate an integrated teaching module. Temporal coordination of the basic sciences, along with correlation of learned topics to clinical settings, was done in the first year of the undergraduate medical program. The module was evaluated by obtaining qualitative and quantitative feedback from students. Student assessment was conducted with a test that had case vignettes and multiple-choice questions. In addition, students’ change in learning approaches and self-directed learning readiness were collected. Students’ perception regarding the educational environment was also obtained. Analysis of the data showed positive feedback from the students regarding the integrated teaching. Students’ average score in the test was 86%. There was a significant increase in the scores for the deep approach and self-directed learning readiness in the posttest compared with the pretest. Moreover, students were found to be satisfied with the educational environment. Evaluation of integrated teaching revealed that it was well accepted by the students. Moreover, it facilitated the achievement of the students’ outcomes.

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