Purpose This study aimed to examine the moderating effect of team-based learning (TBL) participation frequency on the relationship between medical students’ perception of the systematic management of TBL classes and their active class participation.
Methods To achieve this purpose, feedback data from 575 students who participated in TBL-based courses at Ewha Womans University College of Medicine during the second semester of the 2022 academic year and the first semester of the 2023 academic year were analyzed. Descriptive statistics, correlation analysis and moderation analysis were conducted.
Results The results of the study are as follows. First, students’ perception of systematic TBL class management showed a significant positive correlation with active class participation. Second, the frequency of TBL participation was found to play a moderating role in the relationship between the perception of systematic TBL class management and active class participation.
Conclusion This study highlights that both systematic TBL class management and the frequency of participation are key factors in promoting student engagement in medical education. Based on these findings, educational implications are discussed.
Purpose Team-based learning in medical education facilitates the formation of interpersonal relationships, enhances academic achievement, and establishes future clinical connections. Despite medical schools’ distinct educational environments and curricula, research investigating students’ learning and behavioral characteristics within this context remains limited. This study aimed to investigate the specific characteristics of interpersonal relationship formation among freshmen medical students in team-based learning activities.
Methods Focus group interviews were conducted with 11 students who participated in a team-based class held during the first semester of the premedical year.
Results Medical students passively expressed their thoughts and feelings, such as active sympathy for the team’s opinions and self-censorship of SNS (social networking service) conversations. When performing team activities, students were excessively conscious of others and focused on evenly dividing their work, minimizing their opinions, and fulfilling their share to prevent potential interpersonal conflicts. Interpersonal activities were only superficial, as students intentionally maintained a certain distance from team members or used team activities as an opportunity to accumulate relational capital.
Conclusion The results of this study are expected to provide a useful basis for designing and conducting team activity classes to enhance interpersonal relationship formation.
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Purpose A pharmacology course in undergraduate medical education aims to enable students to cultivate the ability of applying drugs in the clinical context using basic scientific knowledge. Although team-based learning could be a useful approach, the literature on pharmacology education using team-based learning is limited. This study aims to evaluate the effectiveness of a pharmacology course using team-based learning.
Methods We developed an “integrated clinical pharmacology” course for first-year medical students. All 49 students enrolled in the course. Individual and group scores were recorded for each session, and a post-course survey was conducted after the course. We compared the performance of the current class to that of a previous class based on scores in a nationwide test conducted at the end of every year.
Results The reactions of the students were generally positive, with the exception of their perception of the preparatory burdens for the individual test. Throughout the team-based learning sessions, the achievement at the group level was significantly higher than at the individual level. In the nationwide test, however, when we divided students into high and low achiever groups, only the low achievers demonstrated significant improvement compared to the cohort from the previous year.
Conclusion The study demonstrates that team-based learning could be an effective way of teaching pharmacology to medical students in the preclinical stage. Although most of the students were actively engaged regardless of their preparedness, low-achieving students in particular seemed to gain more benefits than high achievers regarding the acquisition of knowledge.
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Purpose Team-based learning (TBL) is increasingly employed in medical education because of its potential to promote active group learning. In TBL, learners are usually asked to assess the contributions of peers within their group to ensure accountability. The purpose of this study is to assess the validity and reliability of a peer evaluation instrument that was used in TBL classes in a single medical school.
Methods A total of 141 students were divided into 18 groups in 11 TBL classes. The students were asked to evaluate their peers in the group based on evaluation criteria that were provided to them. We analyzed the comments that were written for the highest and lowest achievers to assess the validity of the peer evaluation instrument. The reliability of the instrument was assessed by examining the agreement among peer ratings within each group of students via intraclass correlation coefficient (ICC) analysis.
Results Most of the students provided reasonable and understandable comments for the high and low achievers within their group, and most of those comments were compatible with the evaluation criteria. The average ICC of each group ranged from 0.390 to 0.863, and the overall average was 0.659. There was no significant difference in inter-rater reliability according to the number of members in the group or the timing of the evaluation within the course.
Conclusion The peer evaluation instrument that was used in the TBL classes was valid and reliable. Providing evaluation criteria and rules seemed to improve the validity and reliability of the instrument.
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Purpose We tested the effect of team-based learning (TBL) on medical education through the second-year premedical students’ TBL scores in biochemistry classes over 5 years.
Methods We analyzed the results based on test scores before and after the students’ debate. The groups of students for statistical analysis were divided as follows: group 1 comprised the top-ranked students, group 3 comprised the low-ranked students, and group 2 comprised the medium-ranked students. Therefore, group T comprised 382 students (the total number of students in group 1, 2, and 3). To calibrate the difficulty of the test, original scores were converted into standardized scores. We determined the differences of the tests using Student t-test, and the relationship between scores before, and after the TBL using linear regression tests.
Results Although there was a decrease in the lowest score, group T and 3 showed a significant increase in both original and standardized scores; there was also an increase in the standardized score of group 3. There was a positive correlation between the pre- and the post-debate scores in group T, and 2. And the beta values of the pre-debate scores and “the changes between the pre- and post-debate scores” were statistically significant in both original and standardized scores.
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PURPOSE Although remediation and reassessment of at-risk students are essential functions of medical education, there are no guidelines on how best to remediate such students. In this study, we described and examined the effectiveness of a remediation program that was delivered as team-based learning (TBL) sessions.
METHODS After a written examination, 15 of 145 fourth-year students were found to require remediation, and assigned to teams of four to five students. Clinical topics related to items of the Korean Medical License Examination were taught in the remediation period of 3 weeks, and all students took reexamination. Changes in test scores were analyzed, and student feedback was documented.
RESULTS Students who participated in the remediation program had significantly better total scores on re-examination (remediation group 225.8 to 263.0 vs. control group 290.8 to 304.0, p<0.05). Most students found that the remediation program was instructive and helped them prepare for the examination. Moreover, students gained confidence, and all of them passed the graduation examination.
CONCLUSION TBL is an effective method of remediating at-risk students. Further research with regard to the successful design and implementation of a remediation program for at-risk students is needed.
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PURPOSE The purpose of this study was to examine medical students' perceptions of team-based learning (TBL) according to their individual characteristics: gender, team efficacy, interpersonal understanding, proactivity in problem solving, and academic ability.
METHODS Thirty-eight second-year medical students who took an integrated cardiology course participated in this study; 28 were male and 10 were female. A questionnaire on individual characteristics and a questionnaire on the perception of TBL were administered, and the scores of individual characteristics were grouped into three: high, middle, and low. The data were analyzed by t-test, analysis of variance, and multiple regression analysis.
RESULTS The TBL efficacy perception scale consisted of 3 factors: team skill, learning ability, and team learning.
The group of male students and the group of students with high academic ability recognized the effect of TBL on improvements in learning ability more than females and those with low academic ability. The group of students with high team efficacy reported that TBL was effective with regard to team skill improvement. The group of students with high scores on interpersonal understanding and high proactive problem solving tended to perceive the TBL's effect on team skill improvement. Team efficacy and proactivity in problem solving had a positive effect on the perception of TBL.
CONCLUSION Medical students' perceptions of the effectiveness of TBL differ according to individual characteristics. The results of this study suggest that these individual characteristics should be considered in planning of team learning, such as TBL, to have a positive impact and stronger effects.
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Review on the administration and effectiveness of team-based learning in medical education Yera Hur, A-Ra Cho, Sun Kim Korean Journal of Medical Education.2013; 25(4): 271. CrossRef
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PURPOSE The purpose of this study was to evaluate the implementation of problem-based learning (PBL), in combination with team-based learning (TBL), in an integrated curriculum at Gachon University School of Medicine.
METHODS The study methods included in-depth interviews and an open questionnaire. The subjects of the study comprised 5 faculty members and 38 second-year graduate students.
RESULTS PBL, combined with TBL, was not helpful in enhancing student ability with regard to reasoning and self-directed learning. This program also had negative effects, increasing student tension and interfering with the dynamics of discussions due to frequent tutor intervention.
CONCLUSION Overall, PBL that is combined with TBL was a less useful method than PBL only. We recommended understanding the characteristics of each program and attempting to develop better programs that mix the positive aspects of TBL and PBL.
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Effect of Team-based Learning on International relationship, self leadership and Learner’s Participation of Nursing Students Duck-Hee Moon Journal of Digital Contents Society.2019; 20(7): 1373. CrossRef
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PURPOSE This study aimed to investigate the academic achievement and first-time experience with TBL in Year 1 medical graduate students through a medical dermatopathology lecture at Konkuk University School of Medicine.
METHODS 47 students prepared the objective -oriented assignment and completed an individual readiness assurance test, a group readiness assurance test, and a application exercise. Peer evaluation was done. At the completion of the lecture, the students were surveyed about their experiences.
The scores from the TBL session activities and students' survey results were analyzed. The tutor's comment about TBL session was analyzed.
RESULTS Overall, TBL was helpful for the medical graduate students in understanding the dermatopathology lecture.
Students' perception on their TBL experience was positive.They stayed focused on the activity and showed excellent teamwork.
CONCLUSION We allowed medical students to experience TBL through a dermatopathology lecture and then summarized their experience. This study demonstrates that TBL is an effective active teaching method for teaching dermatopathology.
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