scholarly journals Team-based Learning and the Analytical Skills of Medical Students as a Consequence of Increased Problem Difficulty

Cureus ◽  
2019 ◽  
Author(s):  
Mustafa N Malik ◽  
Muhammad Abdullah Yousaf ◽  
Rida Riaz ◽  
Ahmed Ibrahim ◽  
Muhammad Abu Zar ◽  
...  
Keyword(s):  
Medical Students ◽  
Problem Difficulty ◽  
Analytical Skills ◽  
Team Based Learning

scholarly journals Team-based Learning and the Analytical Skills of Medical Students as a Consequence of Increased Problem Difficulty

Cureus ◽  
2019 ◽  
Author(s):  
Mustafa N Malik ◽  
Muhammad Abdullah Yousaf ◽  
Rida Riaz ◽  
Ahmed Ibrahim ◽  
Muhammad Abu Zar ◽  
...  
Keyword(s):  
Medical Students ◽  
Problem Difficulty ◽  
Analytical Skills ◽  
Team Based Learning

scholarly journals A comparative study on perceptions of medical students from the different curriculum on team-based learning

2021 ◽  
Vol 0 ◽  
pp. 1-6
Author(s):  
Vijayalakshmi S. Bhojaraja ◽  
B. K. Manjunatha Goud ◽  
Joan Kumar ◽  
Anand Srinivasan ◽  
Jeevan K. Shetty
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Integrated Curriculum ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Curriculum ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Team Based Learning ◽  
Teaching Learning

Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

scholarly journals Using Modified Team-Based Learning to Teach Antimicrobial Stewardship to Medical Students: One Institution’s Approach

2019 ◽  
Vol 29 (4) ◽  
pp. 1179-1185 ◽  
Author(s):  
Luis Gonzaga Tulloch ◽  
Anju Relan ◽  
Jennifer Curello ◽  
Elise Martin ◽  
Roma Patel ◽  
...  
Keyword(s):  
Medical Students ◽  
Antimicrobial Stewardship ◽  
Learning To Teach ◽  
Team Based Learning

Teaching Clinical Pharmacology Using Team-Based Learning: A Comparison Between Third- and Fourth-Year Medical Students

2012 ◽  
Vol 52 (12) ◽  
pp. 1806-1814 ◽  
Author(s):  
Imad Bou Akl ◽  
Fatima Ghaddar ◽  
Ramzi Sabra ◽  
Dean Parmelee ◽  
Joseph A. Simaan ◽  
...  
Keyword(s):  
Clinical Pharmacology ◽  
Medical Students ◽  
Team Based Learning ◽  
Fourth Year Medical Students

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

2016 ◽  
Vol 38 (10) ◽  
pp. 1017-1024 ◽  
Author(s):  
Nathalie K. Zgheib ◽  
Zakia Dimassi ◽  
Imad Bou Akl ◽  
Kamal F. Badr ◽  
Ramzi Sabra
Keyword(s):  
Medical Students ◽  
Team Performance ◽  
Peer Evaluation ◽  
Evaluation Scores ◽  
Team Based Learning ◽  
Long Term Impact

scholarly journals Team-Based Learning Student Assessment Instrument (TBL-SAI) for measuring the effectiveness of TBL in a Saudi Medical School: Psychometric Analysis and differences by academic years

2019 ◽  
Author(s):  
Mutasim E Ibrahim
Keyword(s):  
Medical Students ◽  
Medical School ◽  
Student Assessment ◽  
Reliability And Validity ◽  
Principal Component ◽  
Factor Loading ◽  
Assessment Instrument ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha ◽  
Team Based Learning

Abstract Background Increasing the use of Team Based Learning (TBL) in health profession education reinforce the need to develop a proper instrument for measuring the applicability of this method. This study aimed to examine the psychometric properties of TBL-SAI and the mean score of instrument subscales by the different academic year of the students. Methods Across-sectional study was conducted at the University of Bisha, College of Medicine (UBCOM), Saudi Arabia. Medical students from second to fourth were included in the study. Participants were completed the TBL-SAI items to measure three subscales of accountability, preference for a lecture or TBL and satisfaction. Cronbach’s alpha, factor analysis, were checked the reliability and validity of the instrument. A principal component analysis (PCA) with varimax rotation was conducted on each subscale. ANOVA analyzed the TBL effectiveness related to the different years of medical school. Results Cronbach’s alpha was 0.798 and factor loading was greater than 0.40 for all the items, indicating the reliability and validity of the scale. In a PCA, accountability items generated two factors with loading >0.40, except items one and four. All preference and satisfaction items have factors loading > 0.40. Fourth-year students’ obtained significant highest mean scores for accountability (p=0.0.49), preferences (p=0.001) and satisfaction (p<0.001) compared to third and second years students. Conclusions TBL-SAI is a sound tool to measure the favor of TBL among medical students. Longitudinal studies are recommended to bring a clear picture of the effectiveness of TBL in UBCOM.

scholarly journals Management of Nociceptive Pain for Third-Year Medical Students-Team Based Learning (TBL) Format

MedEdPORTAL ◽  
2012 ◽  
Vol 8 (1) ◽  
Author(s):  
Nathalie K. Zgheib ◽  
Ghassan Kanazi ◽  
Wael Saasouh
Keyword(s):  
Medical Students ◽  
Nociceptive Pain ◽  
Team Based Learning
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