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Team-Based Learning (TBL) has been widely applied in different fields (courses) and has been indicated to be efficient. Meanwhile, many studies have asserted that Group awareness (GA) information, which visually displays peers' learning context and activities, can increase peer participation within an online collaborative learning environment. As the level of preparation by students before class affects their subsequent learning performance in the TBL process, this study incorporates GA information into the preparation stage of TBL process and further develops the online TBL + GA system in order to raise peer preparation level. Furthermore, self-regulated learning (SRL) levels of a student and online learning environment interactively influence learning effectiveness. Accordingly, this study further investigates how the TBL + GA environment influences students with different SRL levels. Two freshman classes were randomly chosen, with one as the control class (using the traditional TBL) and the other as the experimental class using the TBL + GA. Analytical results indicate that although the two classes do not reach significance overall on preparation level, TBL + GA can significantly enhance preparation levels for high-SRL students, but not low-SRL students. [ABSTRACT FROM AUTHOR]

Background: Lifelong learning is essential for cultivating conscientious nurses. Because self-directed learning is significantly correlated with lifelong learning, it is necessary to enhance nursing students' self-directed learning skills after graduation. This study examined the effectiveness of an integrated team-based learning and empathy mapping teaching strategy in a Psychiatric Nursing course for enhancing students' self-directed learning skills and academic performance. Methods: A quasi-experimental design was used. The subjects of the study were 89 third-year nursing students who enrolled in a course on Psychiatric Nursing. Data were collected from September 22, 2021 to January 31, 2022. The participants were recruited using purposive sampling and divided into experimental group and control group. The pre- and post-test learning outcomes of nursing students were evaluated with the Self-Directed Learning Instrument (SDLI). Results: The experimental group performed significantly better than the control group on the dimensions of "identifying learning resources," "monitoring learning progress," and "interpersonal communication," (p <.05) as revealed by the results. Additionally, the students enhanced their self-directed learning skills (p =.038) and academic performance (p <.001). Conclusions: The integrated team-based learning and empathy mapping teaching strategy significantly enhanced the self-directed learning skills and academic performance of nursing students. [ABSTRACT FROM AUTHOR]

Student engagement while learning a new, unfamiliar vocabulary is challenging in health science courses. A group role-play activity was created to teach students medical terminology and learn why its correct usage is important. This activity brought engagement and relevance to a topic traditionally taught through lecture and rote memorization and led to the development of an undergraduate and a stand-alone introductory course to teach students medical terminology. The undergraduate course was designed to be a fully online medical terminology course for health science students and a face-to-face course for first-year dental students founded in active learning and group work. The course's centerpiece learning activity focused on using published case studies with role-play. In this group activity, students are challenged to interpret a published patient case study as one of the members of a healthcare team. This course models the group work inherent in modern health care to practice building community and practicing professional skills. This approach gives students the capacity to work asynchronously in a team-based approach using our learning management system's wiki tool and requires students to take responsibility for their learning and group dynamics. Students practice identification, writing, analyzing, and speaking medical terms while rotating through the roles. Students in both classes self-reported a 92% to 99% strong or somewhat agreement using a five-point Likert scale that the course pedagogy was valued and helpful in their learning of medical terminology. Overall, this method has proven to be an engaging way for students to learn medical terminology. NEW & NOTEWORTHY: Role-play can engage students and encourage learning in identification, pronouncing, writing, and understanding medical terminology in multiple course formats. [ABSTRACT FROM AUTHOR]

Peer assessment training was motivated, developed and evaluated to address fairness in higher education group learning. Team-centric pedagogies, such as team-based learning have been shown to improve engagement and learning outcomes. For many instructors using teams, peer assessments are integral for monitoring team performance and ensuring accountability. However, students often view the peer assessment process as unfair due to the potential for biased ratings or perceived lack of peer qualification. Peer assessment fairness training was developed by combining lessons learned from focus groups with instructors, students and learning experts with bias-reducing techniques found to be effective in other settings. The resulting training underwent a summative evaluation across multiple classrooms. Results indicated that students had higher perceptions of fairness in their peer assessments after training. Students were also more confident in their and their peers' fair rating skills. These results indicate that classroom training could be used to increase peer assessment fairness. Fairer peer assessment provides enhanced access to active and team learning benefits to a broader range of students, potentially impacting the retention of a more diverse population of practitioners in the field. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodsResultsConclusionTeam-based learning (TBL) is an evidence-based approach to promote teamwork. Peer evaluation (PE) is an essential component to shape future team engagement and promote reflection. As PEs vary in use, implementation, and assessment, this study establishes the content and construct validity of a formative PE tool for a TBL course.A ten-item instrument was developed based on a comprehensive review of PE literature and was critically edited by a team of experienced educators. Each student in a graduate histology course rated peers at two timepoints on a scale from Never to Always (0–3). The instrument’s factor structure was analyzed by dividing the response set (D1 and D2); with D1 utilized for exploratory factor analysis (EFA) and D2 for confirmatory factor analysis (CFA). Cronbach’s alpha assessed internal consistency.Data from 158 students across four cohorts were included in the analyses (D1, D2 = 972). A three-factor solution had good overall internal consistency (alpha = 0.82), and within the subscales ranged from 0.67 to 0.81. The factor structures were resonant with existing literature on (1) preparation, (2) providing feedback, and (3) feedback receptivity and attitude.This study establishes evidence of content and construct validity of a formative PE instrument for a TBL course. [ABSTRACT FROM AUTHOR]

To develop a teaching strategy which is suitable for training talents and improving teaching quality in field of clinical gynecological oncology. Methods Seventy-eight clinical students of grade 2020 in a medical university were divided into control group (n=38) and research group (n=40). The "3+2" teaching mode of team-based learning (TBL) and workshop (WS) were adopted, and the learning outcome was evaluated at preview preparation, knowledge application and the questionnaire survey of students, so as to promote the cultivation of clinical reasoning of medical students. Results Compared with traditional teaching method, TBL+WS teaching group had better academic performance. The difference of before class tests and final exams was more significant [17.53±6. 15 points and (76.81±5.10) points, respectively, P<0.001]. However, among the eight dimensions of the classroom teaching questionnaire, the teaching quality dimension was the highest (97.5%). More students think that this model had a positive effect on cultivating clinical thinking and developing new knowledge. Conclusions This integrated teaching strategy improves the quality of obstetrics and gynecology teaching and suppots students' capacity building on clinical reasoning. [ABSTRACT FROM AUTHOR]

Aim: This study aims to implement team‐based learning (TBL) and assess the impact on faculty members and students within midwifery education in Indonesia. Methods: Proctor's Framework for Implementation Research serves as the guiding approach in investigating the role of implementation strategies in implementing TBL within the context of midwifery education. The RE‐AIM (Reach, Efficacy, Adoption, Implementation, and Maintenance) framework was utilized to assess the outcome. Results: In this study, the implementation of TBL has demonstrated significant reach, with broad participation among both faculty and students in two schools. The efficacy of TBL is evident through enhanced student knowledge, engagement and active learning. Adoption of TBL was observed in both schools, with faculty and students expressing interest and active participation. High levels of implementation fidelity were maintained, even though with challenges related to preparation and implementation. These findings suggest that TBL can be successfully integrated into midwifery education, with positive implications. Regarding maintenance, faculty members have expressed their intention to continue using TBL in various topics for future lectures. Conclusions: The implementation of TBL in Indonesian midwifery education has shown substantial reach and efficacy. Faculty and students are highly interested in adopting TBL for future use. Despite some implementation challenges, the study suggests that TBL can be effectively incorporated with minor adjustments, emphasizing its feasibility and potential impact. This research contributes to understanding TBL's applicability in various educational settings, especially in low‐resource institutions. [ABSTRACT FROM AUTHOR]

In team-based learning (TBL), an instructional strategy that encourages in-depth team discussion and deep learning, interactions in terms of sharing, co-construction, constructive conflict and procedural interactions are important. Since TBL has also been applied online in recent years, the question is whether these interactions are sufficiently present in an online setting. Gain insight into the nature and extent of these types of interactions in online TBL application sessions and to what extent these vary between teams and sessions. We made audiovisual recordings of 12 TBL teams in two online application sessions during assignments. Transcripts were coded and analyzed using a framework derived. Teams spent more than 85% of their time on all four types of interactions in both sessions. The largest proportion of time was spent on sharing and co-construction. Constructive conflict occurred to a limited extent. We observed variation in proportion of time spent on and the distribution of the four types of interactions between teams and sessions. All interactions important for achieving deep learning occurred in online TBL application sessions. However, the effective use of these types of interaction should not be left to chance. [ABSTRACT FROM AUTHOR]

Introduction: Team‐based learning (TBL) is a well‐established active teaching method which has been shown to have pedagogical advantages in some areas such as business education and preclinical disciplines in undergraduate medical education. Increasingly, it has been adapted to clinical disciplines. However, its superiority over conventional learning methods used in clinical years of medical school remains unclear. The aim of this study was to compare TBL with traditional seminars delivered in small group interactive learning (SIL) format in terms of knowledge acquisition and retention, satisfaction and engagement of undergraduate medical students during the 6‐week obstetrics and gynecology clerkship. Material and methods: The study was conducted at Karolinska Institutet, a medical university in Sweden, and had a prospective, crossover design. All fifth‐year medical students attending the obstetrics and gynecology clerkship, at four different teaching hospitals in Stockholm (approximately 40 students per site), in the Autumn semester of 2022 were invited to participate. Two seminars (one in obstetrics and one in gynecology) were designed and delivered in two different formats, ie TBL and SIL. The student:teacher ratio was approximately 10:1 in the traditional SIL seminars and 20:1 in the TBL. All TBL seminars were facilitated by a single teacher who had been trained and certified in TBL. Student knowledge acquisition and retention were assessed by final examination scores, and the engagement and satisfaction were assessed by questionnaires. For the TBL seminars, individual and team readiness assurance tests were also performed and evaluated. Results: Of 148 students participating in the classrooms, 132 answered the questionnaires. No statistically significant differences were observed between TBL and SIL methods with regard to student knowledge acquisition and retention, engagement and satisfaction. Conclusions: We found no differences in student learning outcomes or satisfaction using TBL or SIL methods. However, as TBL had a double the student to teacher ratio as compared with SIL, in settings where teachers are scarce and suitable rooms are available for TBL sessions, the method may be beneficial in reducing faculty workload without compromising students' learning outcomes. [ABSTRACT FROM AUTHOR]

AbstractRather than presenting information and narratives in our policy research classes, we have students investigate residential segregation. Our ideal is to have students investigate their own familiar geography through primary sources. Letting students find the data, debate definitions of segregation, and come to their own conclusions joins community engagement, civic awareness, and experiential learning. Our Policy Research class, refined over several semesters, requires students to work in teams, access census data, search at the tract level, construct definitions, engage in data visualization, and present to peers and the community. This active research into residential segregation is an effective way to engage with the community at the same time learning valuable research skills in finding, considering, verifying, and presenting facts. [ABSTRACT FROM AUTHOR]

AbstractTeamwork skills are foundational for career success and student learning in group projects. One of the major challenges of teamwork involves managing conflict among team members. In the current research, we develop a conflict management styles (CMS) psychometric inventory that assesses students’ levels of the five styles of managing conflict based on the long-standing dual concern model: avoiding, accommodating, dominating, integrating, and compromising. Taking an educational approach, we embed the inventory in an automated web-based system that is freely accessible (www.ITPmetrics.com), and that provides students with developmental feedback upon survey completion. We present psychometric evidence for the new CMS instrument (Study 1), and develop, deploy, and qualitatively evaluate the utility of a workshop for debriefing the CMS results in student learning teams in a large engineering professional development course (Study 2). This second study finds that students reported various learning benefits and overall enjoyment of the experience, along with some suggestions for improvements. Based on this, we offer implications for engineering education, the scholarship of teaching and learning, conflict theory, and future research directions. [ABSTRACT FROM AUTHOR]

As previous research has observed, medical students and physicians alike confront vast amounts of knowledge in their education and practice, such that no one clinician can know everything there is to know about biomedicine. Even before clerkships, medical students learn to cope with this impossibility by prioritizing certain information based on its perceived utility for exams and clinical practice. Many factors can shape this process, including teamwork, wherein individual medical students rely on one another to address gaps in knowledge at the level of the group. This paper will draw on qualitative data from two allopathic medical schools in the American Midwest to demonstrate that peer-to-peer learning, a widely utilized pedagogical modality in North American medical schools, is amongst the earliest places where future physicians learn how to rely on their peers in the profession as they make choices about what to know and what not to know about biomedicine: cultivating a culture of "intraprofessionalism" between students with different knowledges and values, as they prepare to enter the same profession. The paper will also consider how differences in the student populations at two field sites impact intraprofessional development. Drawing on scholarship of peer-based learning strategies and the sociology and anthropology of medical education, the authors argue that peer-to-peer learning is a key site in the professional socialization of medical students toward the effective management of medical knowledge. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic necessitated changes in educational strategy, including modification of assessments. Students in the Master of Biomedical Sciences (MBS) program at Duke University School of Medicine are required to take a course entitled Organ Systems (OS), which includes organ histology. In pre-pandemic circumstances, cumulative histology knowledge was assessed in the form of a practical exam. This year we used the UnEssay Project in lieu of the practical exam to assess student competency in organ system histology. Students worked within their team-based learning (TBL) teams and submitted unique UnEssay projects in a variety of formats. Notable examples of submitted projects include: a histological poetry slam, a histological travel guide, a TikTok histology tutorial, and histology Jeopardy. Student feedback on the project was overwhelmingly positive and each team met the main project objectives. We utilised the UnEssay Project as a means to assess student knowledge and competency in identification of histological features and organs. We applied this project format as a means for assessment, but believe that other applications within basic science education, including graduate courses, would be equally as successful. Based on positive student feedback, we plan to use the UnEssay Project again in the 2021–2022 academic year. [ABSTRACT FROM AUTHOR]

A growing body of research suggests that "high-impact practices" such as project-based and experiential learning make important contributions to undergraduate student development and outcomes. However, most attempts to evaluate such programs are based on qualitative or self-reported data generated from small samples. This study examines the impact on student development of a large university program that incorporates project-based learning into applied, vertically integrated, interdisciplinary research teams. We deploy a range of evidence, including self-reported assessments with a comparison group, a matched-pairs analysis of educational outcomes, participant surveys, and an alumni survey. By including a counterfactual comparison, our study demonstrates that applied projects can foster intellectual growth and positive academic outcomes among undergraduate students by: (1) contributing to skill development in relation to research, teamwork, and critical thinking; (2) developing closer relationships among students, faculty, and others within the university; (3) increasing the likelihood that a student graduates with distinction; and (4) contributing to career discernment that shapes students' post-graduate trajectories, often predisposing students toward careers in public service. We comment on the most important factors for faculty and universities seeking to replicate this model: an emphasis on team organization and operations; the opportunity for students to develop close relationships aided by layered mentoring; and applied research. We also lay out the case for developing a general structure of evaluation for such programs to facilitate comparisons across educational contexts. [ABSTRACT FROM AUTHOR]

Background: Existing research points to the role of Eurocentric epistemic values—scientific objectivity, value‐neutrality, depoliticization, and technical rationality—as a cornerstone of engineering ways of thinking, knowing, and doing. However, less is known about the role of Eurocentric epistemologies in team communication and decision making. Purpose: The purpose of this study was to examine how dominant Eurocentric epistemologies shape individual‐ and team‐level design thinking and, by extension, students' learning in engineering design education. Method: This work draws on a critical ethnography in which I observed three focal design teams during a semester‐long design project in a cornerstone design course. Following the conclusion of the design project, I conducted semi‐structured interviews with each member of the focal teams, asking students to reflect on incidents, their thinking, and team dynamics during the individual and team design processes. Findings: At the individual level, students' concerns about adhering to Eurocentric epistemic values made them hesitant to pursue design ideas. These concerns also shaped their design thinking, communication, and decision making at the team level, leading students to withhold or not advocate for ideas. Finally, students appeared to leverage the normative supremacy of Eurocentric epistemologies in engineering rhetorically to exert influence over their team's design decisions. Conclusions: If engineering education is to create a more just and inclusive learning environment for engineering students, we must construct learning environments that allow students to draw on all their epistemic resources during the learning process. This study suggests the dominance of Eurocentric epistemologies is a barrier to that end. [ABSTRACT FROM AUTHOR]

The knowledge and application of pharmacology is essential for safe prescribing and administration of drugs. In this narrative review, the challenges to pharmacology education in the medical curricula were broadly identified to include issues around content and pedagogies. The increasing number of approved drugs and drug targets, expanding field of pharmacology and the often‐changing treatment guidelines and board‐defined competencies can make pharmacology education in the medical curriculum daunting. There has been a consensus around the deployment of innovative medical curricula with emphasis on vertical and horizontal integration. This strategy, effective as it has been, presents new challenges to pharmacology education. As a discipline often perceived by students to be hard‐to‐learn, the future of pharmacology education must include heavy reliance on active learning strategies. The continuing utilization of problem‐based, team‐based and case‐based learning can be complemented with personalized learning which aims to identify the learning gaps in individual students. Technology‐inspired student engagement can foster pharmacology learning and retention. Early exposure to pharmacology from premedical preparation through an enduring across‐the‐level integration can be an effective way to enhance pharmacology learning in the medical curricula. [ABSTRACT FROM AUTHOR]

Background: Team-based learning (TBL) is a student-centered approach which has been used in health professions education and has demonstrated effectiveness in promoting students’ learning, engagement, and application of knowledge. This study aimed to assess undergraduate nursing students’ perception about TBL as an instructional strategy at Nile University. Methods: A descriptive cross-sectional study was carried out among undergraduate nursing students at Nile University in Sudan. A structured questionnaire was filled out by 43 students out of 48 total students in cardiothoracic module, where 5 students refused to participate. Data were analyzed by descriptive and inferential statistics using the SPSS version 16. Results: The findings showed that nursing students had high level of agreement with TBL in all domains of study, the higher score was noted in learning and engagement and motivation (86.80% and 87.44%, respectively). They demonstrated high positive perception on the usage of TBL in nursing education, P-value = 0.00. Conclusion: The study concluded that nursing students have a positive perception about TBL method and that it improved students’ learning behaviors; the more effect was in students’ learning and communication skills in speaking English and transferring knowledge to others. [ABSTRACT FROM AUTHOR]

Introduction: Team-based learning (TBL) is a student-centric teaching-learning (TL) method and fosters active learning. TBL has an advantage over other small group TL methods for balancing teaching time and resources. Aim: The study aimed to determine the effectiveness of TBL methodology in improving learning outcomes among 2nd-year undergraduate medical students in pathology. Settings and Design: This was a quantitative interventional study involving 100 2nd-year MBBS students in pathology at AIMS, BG Nagara. Methodology: Two groups of 50 students were exposed to three TBL and case-based learning (CBL) sessions on similar topics. For the TBL session, individual readiness assurance test scores and team readiness assurance test scores were obtained. Statistical Analysis Used: For both the TBL and CBL sessions, retention test scores were obtained after 2 weeks and the effectiveness of two methods of learning was determined by comparing the retention test scores by independent Student's t-test. Feedback on students' perception of TBL was obtained using a five-point Likert scale. Results: The mean test score of the TBL session was significantly higher than that of CBL sessions (19.80 vs. 15.86, P < 0.0001). Similarly, it was also observed that the retention scores were higher among average performers after the TBL session (19.71 vs. 12.50, P < 0.0002). Conclusion: TBL is more effective than CBL in fostering learning and it selectively benefits average performers more than higher performers, evidenced in this study by better retention of knowledge. [ABSTRACT FROM AUTHOR]

About 45% of foundation doctors in the UK now have a placement in psychiatry. However, the current UK Foundation Programme Curriculum states that all foundation doctors need to demonstrate basic mental health-related capabilities. To address this we developed a novel teaching approach to cover these new capabilities using principles of team-based learning (TBL). This can be delivered to all foundation doctors both face to face and online using case scenarios and in no more than 4 hours over the 2-year foundation programme. The approach can be easily be replicated, but collaboration between mental health and acute trusts is essential for delivery. [ABSTRACT FROM AUTHOR]

This article provides a brief overview of the instructional strategy known as team‐based learning (TBL). It then focuses specifically on the use of one of its integral components in a biblical studies classroom—namely, the "4S application task." The 4S application task, which is one of the fundamental pieces of the learning experience in TBL, consists of the problems that small group teams of students need to solve or the decisions the teams need to reach in each class session. The title 4S refers to the fact that the problems must be characterized by the following: significant problem, same problem, specific choice, and simultaneous report. The main aim of this article is to share this engaging and generative pedagogical activity, but to do so effectively by providing some context as to how it is situated within the overarching flow and goals of a TBL approach. [ABSTRACT FROM AUTHOR]

Introduction: Virtual TBL is an online adaptation of the team-based learning (TBL) instructional strategy, emphasizing collaborative learning and problem-solving. The emergency shift to virtual TBL during the COVID-19 pandemic presented unique challenges. This study aims to 1) compare overall pharmacy students' perceptions and attitudes toward face-to-face (FTF) TBL vs. virtual TBL in the didactic curriculum and stratify their perceptions and attitudes by various students' characteristics; 2) evaluate students' perceptions of the strengths and weaknesses of virtual TBL. Methods: This mixed-methods, pre-post, cross-sectional study utilized an anonymous survey to collect the data. Pharmacy students completed a survey to compare their perceptions and attitudes toward learning, class experience, learning outcomes achieved, and satisfaction with FTF TBL vs. virtual TBL using a 5-point Likert-type scale. Additionally, the survey included two open-ended questions to gather students' perceptions of the strengths and weaknesses of virtual TBL. Quantitative survey data were analyzed using the Wilcoxon matched-pairs signed rank exact test, while qualitative survey data were analyzed using thematic analysis. Results: A total of 117 students (response rate of 59.4%) completed the study survey. Pharmacy students perceived FTF TBL to be superior to virtual TBL in their attitudes toward learning, class experience, learning outcomes achieved, and overall satisfaction across various students' characteristics. While the students identified some unique strengths of using virtual TBL, they also highlighted several weaknesses of using this learning modality compared to FTF TBL. Conclusions: Pharmacy students perceived FTF TBL to be superior to virtual TBL across various students' characteristics. These findings can be helpful to pharmacy programs considering the implementation of virtual TBL in their didactic curricula. Future research should explore whether a purposefully designed virtual TBL environment, as opposed to the pandemic-driven emergency TBL planning, can influence students' perceptions and attitudes toward virtual TBL. [ABSTRACT FROM AUTHOR]

People with limited health literacy comprise a high-risk group for adverse health outcomes. Nurses must be made aware of the importance of health literacy and communicate with patients in plain language, which will solve the obstacles for patients using health care services. Providing health literacy education for nurses is an important strategy for health literacy practices. This study aimed to develop a refined health literacy course for nursing students and evaluate its effectiveness. The study used a single-group pre- and post-test quasi-experimental design and conducted focus group interviews. The intervention was an eight-hour course and applied team-based learning combined with various teaching methods. The study enrolled second-year nursing students of a university in eastern Taiwan via convenient sampling. A self-reported structured questionnaire was used to compare the participants' familiarity with health literacy, attitude, confidence in oral communication, and ability in written communication before and after the course. To discuss the learning experience of the course, the study held two focus groups with 12 participants. A total of 81 participants completed the pre- and post-test questionnaires. The results showed that familiarity with health literacy (t=9.12, t<.001), attitude (t=4.89, t<.001), confidence in oral communication (t=4.12, t<.001), and ability in written communication (t=8.83, t<.001) showed improvement after the course. Data analysis of focus group interviews yielded two categories and seven themes for the learning experience, most of which showed participants' positive learning experiences in the health literacy course. The course effectively enhanced the nursing students' knowledge and attitude toward health literacy and the ability to communicate with patients using health literacy principles. The results can provide a reference for integrating health literacy education into the undergraduate nursing curriculum. [ABSTRACT FROM AUTHOR]

Introduction: Modified teaching strategies (MTS), asynchronous online teaching and smaller dissection groups, were applied to a gross anatomy course for dental students in the National Taiwan University in April 2020 in response to the COVID‐19 pandemic. This study aimed to investigate the effects and perceptions of MTS on dental students. Materials and Methods: Scores for anatomy examinations for 2018–2019 (without MTS) and 2019–2020 (with MTS) cohorts were compared to explore the effect on academic performance. Moreover, questionnaire from the 2019–2020 cohort was analysed to determine dental students' perceptions about MTS. Results: The lecture performance in the final examination of the second semester for the 2019–2020 cohort was significantly higher than that of the first semester (pre‐COVID‐19) and that for the 2018–2019 cohort. However, the laboratory performance in the midterm examination of the second semester for the 2019–2020 cohort was significantly lower than that for the 2018–2019 cohort and showed no difference in the final examination of the first semester. The questionnaires revealed that the majority of students displayed positive attitudes towards MTS and agreed with the importance of peer discussion during laboratory dissection. Conclusions: Asynchronous online learning for anatomy lecture may be beneficial for dental students; however, a smaller dissection group accompanied by reduced peer discussion may temporarily exert negative effects on their laboratory performance at the beginning of the application. Furthermore, more dental students exhibited positive perceptions towards smaller dissection groups. These findings could illuminate the learning condition of dental students in anatomy education. [ABSTRACT FROM AUTHOR]

Background: Newer methods of teaching which are student centered and using “active learning” techniques are being explored with a broader goal of application of knowledge than only acquisition of knowledge. This study is an effort to explore the use of one such active instructional strategy – team‑based learning (TBL) to promote better education. Materials and Methods: The project was carried out in the Department of Medicine, Army College of Medical Sciences, New Delhi. Participants included the 2nd year MBBS students of 2015 Batch. One week prior to the study, the students were sensitized and were divided into seven teams. The first step was preclass preparation (learning resources for guidance given by the faculty), followed by Individual Readiness Assurance Test (IRAT) by MCQs. The final step was discussion of these questions as a team and scoring in the Group Readiness Assurance Test (GRAT). At the end of session, the students were given a feedback questionnaire to obtain their perceptions, attitudes, and acceptance of the TBL method. Results: A total of 56 MBBS students participated in the study. The scores obtained by GRAT were significantly better compared to IRAT. Furthermore, 83% of students reported that solving real‑life clinical scenario questions helped more in retention of knowledge than by didactic lectures. TBL classes were acceptable and desired by 67.9% for future. However, 71.4% preferred the mixed method of both didactic lectures and TBL sessions. Conclusion: The study concluded that TBL is viewed favorably by medical students. It encouraged active participation of the students in group discussions resulting in improved performance in the class. However, a combination of traditional didactic lectures and TBL was preferred to didactic lectures or TBL alone by the students. [ABSTRACT FROM AUTHOR]

Introduction: Global medical and healthcare education systems are increasingly adopting team-based learning (TBL). TBL is an interactive teaching programme for improving the performance, clinical knowledge, and communication skills of students. The aim of this study is to report the learning experience and satisfaction of participants with the TBL programme in the preclinical years of the Faculty of Medicine, Chiang Mai University. Methods: Following the implementation of TBL in the academic year 2022, we asked 387 preclinical medical students, consisting of 222 Year 2 and 165 Year 3 medical students who attended the TBL class to voluntarily complete a self-assessment survey. Results: Overall, 95.35% of the students were satisfied with the structure of the TBL course and agreed to attend the next TBL class. The overall satisfaction score was also high (4.44 ± 0.627). In addition, the students strongly agreed that the TBL programme improved their communication skills (4.50 ± 0.796), learning improvement (4.41 ± 0.781), and enthusiasm for learning (4.46 ± 0.795). Conclusion: The survey findings indicated that students valued TBL-based learning since it enabled them to collaborate and embrace learning while perhaps enhancing their study abilities. However, since this is a pilot study, further investigations are warranted. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background: Team-based learning (TBL) refers to the application of an active-learning method that has gained popularity across all health-care disciplines. This study aimed to assess nutrition students' perceptions of the roles of student versus faculty facilitators. Methods: Participants in the study included, 117 2nd-year nutrition students registered in the "Introduction to Medicine" course in the 2022 academic year at a Japanese university. The first TBL session was faculty-led, whereas three students served as facilitators in the second. Upon completion of the course, learners and student facilitators completed a questionnaire on the student-led TBL. Responses to close-ended questions were analyzed using descriptive statistics, and those to open-ended questions were categorized into common themes. Results: A total of 114 learners and 3 student facilitators responded to the questions. Learners found student-led TBL to be just as or more effective than faculty-led TBL in three respects: comprehension (93.0%), active participation (96.5%), and expectation of academic performance improvement (93.9%). According to student facilitators, it improved their knowledge, confidence, communication skills, and leadership abilities. Learners and facilitators indicated that student-led TBL was significantly more effective than faculty-led TBL. Thus, student-led TBL can enhance the ability of all students at different academic levels. Discussion: Student-led TBL appears to be an effective learning strategy in higher education and further shifts toward student-centered learning in the course curriculum. [ABSTRACT FROM AUTHOR]

Flipped classroom in pharmacy education has been widely explored with a major focus on its effectiveness but little emphasis is given to assess the different in-class activities. Therefore, this work compares two in-class activities in an overall flipped classroom: analogical learning and team-based learning (TBL) for a pharmacy course. The students underwent flipped classrooms with recorded lectures for different topics and followed by different assigned in-class activities. The final exam performance and a survey gauging their opinions on the experience were obtained and analysed. Analysis of covariance results showed no difference in the exam grade between the activities but normalised-gain score demonstrated moderately to highly effective for both activities. Despite this, the students rated lower for TBL experience due to the poor participation. Nevertheless, the current comparisons exhibited the benefits of different interactive in-class activities and the need for a careful design based on the students’ interest and engagement levels. [ABSTRACT FROM AUTHOR]

Clinical competence is multi-dimensional and must be acquired by all medical students. Accordingly, a prospective quasi-experimental study was conducted to evaluate the merging of script concordance testing (SCT) and team-based learning (TBL) as a teaching/learning approach for medical students in clinical settings. The study comprised three phases: Phase 1 (preparatory phase) involved students' preparation and preparation of the SCT. In Phase 2 (implementation phase), the individual and team SCT (iSCT and tSCT, respectively) were applied. In Phase 3 (evaluation phase), the score results were compared, and students' feedback was obtained. The SCT/TBL approach improved the clinical reasoning skills of the students in some vignettes, and the tSCT helped those achieving lower marks improve their performance. The approach supported discussions and helped students correct their mistakes and improve their problem-solving and reasoning skills. The SCT/TBL approach improved students' performance, especially that of those achieving lower marks. [ABSTRACT FROM AUTHOR]

Team-based learning (TBL) is a proven teaching technique that has been employed in many disciplines and may improve performance of lower-performing students. However, much of the TBL literature involves graduate students in the health professions. The purpose of this study was to determine whether students in an undergraduate, introductory nutrition course instructed using TBL would have improved academic performance compared to students instructed in the same course taught using lecture plus other interactive learning strategies (Lecture+). There was no difference in academic outcomes between TBL and Lecture + students. While all students gave positive course evaluations, and the instructor enjoyed both methods of instruction, there were no differences in outcomes. [ABSTRACT FROM AUTHOR]

Developing a sense of classroom community is important in promoting course satisfaction and in helping students overcome feelings of disconnectedness, especially in online courses. When considering the various strategies identified as contributing to a sense of classroom community, instructors likely need support in which strategies and technology tools to select, as well as how to implement those strategies. This support may be especially needed for instructors seeking to translate community building practices in face-to-face settings to their online courses. Team-based learning might be used to foster a sense of classroom community among students in both face-to-face and online courses. An embedded mixed methods design was used to determine if and how students' perceptions of classroom community varied between method of course delivery (face-to-face or online) and course format (non-TBL or TBL). The results showed whether students in face-to-face courses (non-TBL and TBL) reported a stronger sense of classroom community than those students in online courses (non-TBL and TBL). The results also revealed how students in TBL courses (face-to-face and online) described their sense of connectedness to their instructor and peers compared to those in non-TBL courses. [ABSTRACT FROM AUTHOR]

The University of Colorado implemented a blended methods curriculum to improve third-year medical student electrocardiography acquisition skills. The authors evaluated this program using a validated 17-item pretest and posttest. The blended methods curriculum yielded a significant effect size and impact on student learning. These results support the need for educational methods that include active in-person learning and including multiple methods of instruction to maximally improve student electrocardiography interpretation skills. Objectives: The ability to interpret a 12-lead electrocardiogram (ECG) is an essential skill in inpatient and outpatient settings. In medical school, this skill is generally taught during the Internal Medicine clerkship. Blended learning is a pedagogical tool that combines different modes of information delivery, models of teaching, and learning styles combining face-to-face learning sessions with online learning. The objectives of this study were to develop a curriculum using a blended educational model including lecture, focused educational videos, flipped classroom, and team-based learning to teach a systematic approach to ECG interpretation and enhance the ability of students to identify common and life-threatening electrocardiographic abnormalities. Methods: Between 2016 and 2019, 349 medical students from the University of Colorado School of Medicine received the blended learning curriculum, which included an introductory lecture followed by five 30-minute sessions. These sessions encompassed preclass videos and team-based learning in a flipped-classroom design covering critical concepts in electrocardiography. A sample of 64 students completed a survey evaluating confidence in ECG interpretation skills before and after the curriculum. All of the students completed a 17-item pretest and posttest. Results: The new curriculum improved learner confidence in ECG interpretation (Wilcoxon signed rank-sum test, P < 0.001). Postcurriculum test scores showed statistically significant improvement in all of the diagnoses tested (paired Student t test, P < 0.01), the most significant gains occurring in the life-threatening tracings of ventricular fibrillation and in ventricular tachycardia. Conclusions: Using a blended learning model with multiple educational modalities resulted in significant improvement in learners' performance and confidence in ECG interpretation. [ABSTRACT FROM AUTHOR]

Objectives: To explore whether and how preclinical medical students changed perceptions and behaviors related to professionalism in small group learning activities from face-toface to virtual during the pandemic. Methods: The study used a mixed-methods sequential research design. We first retrospectively examined quantitative data from 101 medical students who completed mandatory peer evaluation surveys assessing professional behaviors of small group members in two courses (one face-to-face, the other online). Differences between student perceptions in two settings were compared using the Wilcoxon signed-rank test. Findings from the quantitative stage were probed further using focus groups at the qualitative stage. Six focus groups (n = 27) were conducted using purposeful sampling. Interviews were transcribed and inductive thematic coding was used to identify emerging themes. Results: We found a significant decrease in perceptions of punctuality and attendance in the virtual setting compared to face-to-face learning (Z=-6.211, p<.001), despite lower expectations of their peers in online learning. Five major themes emerged from the qualitative data: punctuality/participation, camera usage, dress code/conversational style, multitasking, and engagement/accountability. Participants showed sensitivity when conceptualizing professional conduct, indicating the dynamic process of professional identity formation at the early stage of their career. Conclusions: Results show that students' perceptions of professionalism become contextualized, significantly influenced by the background of the virtual learning environment. Intentional communication about professionalism within specific sociocultural and educational contexts is vital for individual professional identity formation. These findings support of the importance of considering context when educational programs develop curricula and establish expectations related to professionalism. [ABSTRACT FROM AUTHOR]

Despite national efforts to establish patient-centered medical homes (PCMH), 57.3% of children with special health care needs are receiving care that does not meet medical home criteria. Project DOCC, a national curriculum designed by parents of children with disabilities or chronic disease, has shown documented strengths in medical resident learner education of children with special health care needs from the parent perspectives for over a decade. Because of the importance of PCMH and the need to provide compassionate care, our team adapted the curriculum to incorporate team-based learning in the rural setting. Reading materials were distributed to learners prior to an in-person workshop at which time, learners reviewed a video and discussed PCMH materials to identify elements of the PCMH. Learners then engaged with parent mentors across three breakout sessions. A final group reflection was completed to review and discuss efforts providers would take to establish and maintain the PCMH in their own practice. Baseline and post-workshop PCMH perceptions and parent mentor reflections were collected and compared using t-test comparisons. Learner knowledge, perceptions, and comfort significantly increased after the workshop. Parent mentor comments also highlighted an increased understanding for the provider. Discussion: The adapted PCMH curriculum significantly impacted learner outcomes using a feasible approach that fit nicely within health professional curricula and limited resources of the rural setting. Parents enjoyed the opportunity to serve as mentors and valued the instruction format. [ABSTRACT FROM AUTHOR]

Introduction: The COVID-19 pandemic has been inflicting an extraordinary disruption in medical education, in particular withinside the clinical setting. Therefore, the emergency clinical module was created by modifying virtual team-based learning (vTBL) and this method had been implemented for the first time at the Faculty of Medicine, UIN Syarif Hidayatullah Jakarta. This study explores medical students’ perception of the effectiveness of vTBL after completing their clinical emergency medicine virtual module. Methods: This research was mixed with sequential, quantitative data elicitation and qualitative data collection. In the quantitative study, students anonymously completed a pre-module survey about TBL and a 24-items Likert Questionnaire after they had finished the module. Data were analysed by statistical software known as JASP Version 0.15. A phenomenological approach was used to collect qualitative data by filling out a questionnaire with open-ended questions. Qualitative data were explored by the subject content analysis method. Results: There were 30 students enrolled on the module. The pre-module survey indicated that 70% of students had never heard the term TBL and did not understand the meaning. After the module was ended, quantitative data showed that most students gave positive feedback and recommend this vTBL method to the next module (83.3%). Qualitative data were in line with quantitative data. Several themes emerged related to the implementation, the learning process, and the obstacles faced during the implementation of vTBL. Conclusion: Most students had good satisfaction. The constraints faced by students need to be considered for the next better vTBL implementation. [ABSTRACT FROM AUTHOR]

Introduction: Team-based learning (TBL) is a learning strategy that activates students and can encourage critical thinking in solving patient problems. Students will be in a high-risk condition when working in a hospital during the pandemic COVID-19. Therefore, modifications were made to the emergency module by applying the TBL strategy. This was the first modification at the Faculty of Medicine, UIN Jakarta. Methods: This was a descriptive study of students enrolled in clinical emergency medicine virtual module. The total number of students who joined this module were 30. The number of males and females were 8 and 22, respectively. Students underwent 20 TBL sessions and MCQ summative exam in a virtual clinical emergency module. Data was analysed using JASP Version 0.15. Results: The mean tRAT score was greater than the mean iRAT score, and there was a statistically significant difference between both of them (p<0.001). In 14 TBL sessions, all students achieved the maximum tRAT score (100). There was no significant positive correlation between iRAT and the summative score (r=0.4; p=0,005). Only one TBL session showed no significant difference between the mean of the iRAT score and the mean of the tRAT score. Conclusion: This implementation of TBL suggests the effectiveness of TBL in achieving improved student academic performance. Further research needs to be done to look at other things like communication, collaboration skills, teamwork, and other professional behaviors. [ABSTRACT FROM AUTHOR]

Objectives: To determine the effect of Team-based learning (TBL) on the critical thinking of health professions students. Methods: This quasi-experimental study, was done in paramedical and nursing sciences institutes using the convenience sampling technique. Students included were enrolled in the haematology course of paramedic institute from January to December 2020 and adult health course of the nursing institute of Khyber Medical University. Six dimensions of critical thinking (CT) of the students before and after TBL were determined using the critical thinking disposition inventory. Results: The study participants included 89 students, comprising 58 students from the paramedic’s institute and 31 from the nursing institute; 67 (75.28%) males and 22 (24.71%) females. The overall pre-test score of CT was 257.46 ± 21.73, and the post-test score was 274.55 ± 19.36, which was statistically significant (p-value = 0.000). The pre-test score of six dimensions, namely, analyticity, inquisitiveness, systematicity, truth-seeking, self-confidence, and open-mindedness was 41.35 ± 5.15, 44.73 ± 4.77, 41.12±6.87, 43.17± 5.19, 44.94±6.03, 42.38 ± 5.32 respectively, whereas the post-test scores were 44.57± 5.28, 47.11 ± 4.69, 46.12± 5.54, 45.77 ± 5.05, 47.58 ± 5.65, 43.56 ± 4.56 correspondingly. Analyticity (p=.000), inquisitiveness (p=.000), systematicity (p=.000), truth-seeking (p=.000) and self-confidence (p=.000) were statistically significant. However, open-mindedness was statistically insignificant (p=.074). Conclusion: TBL improves five out of six dimensions of students’ critical thinking. Besides its established evidence to increase knowledge, TBL can also be used as a teaching methodology for enhancing students’ critical thinking. [ABSTRACT FROM AUTHOR]

Assessing competence for teamwork is a challenging task. Neverthesless, health professions training programs are asked to assure collaborative competency in their learners. Interprofessional education (IPE) programs seek tools to assess team member effectiveness and demonstrate collaborative competency. The Comprehensive Assessment of Team Member Effectiveness (CATME), originally developed for use in engineering, has been applied in various learning settings, with limited use in IPE. This paper presents validity evidence in 4 domains (content, response processes, internal structure, and relations to other variables) for the use of the CATME in a classroom-based IPE course taught with Team-Based Learning. [ABSTRACT FROM AUTHOR]

In Team Based Learning (TBL), it is, based on theory, assumed that knowledge development in each phase contributes to the subsequent phase and to learning performance. However, there is no empirical evidence for this assumption. In order to find support for the relation between TBL and the underlying theory, we determined to what extent each phase of TBL is associated with the knowledge development in the next phase and with the total learning performance. We measured the scientific concepts recalled by 56 second-year undergraduate medical students before TBL, after each of the three phases and after TBL. We used multivariate regression analysis to determine the statistical association between the phases as well as the total learning performance. Results showed that in each phase, students produced new concepts in addition to those previously recalled. Regression models showed statistically significant explained variance ranging from 0.19 to 0.26, between the three phases and the total learning performance. Each phase of the TBL is significantly associated with knowledge development in the subsequent phase and with the total learning performance, and therefore matters. This study contributes to the scientific underpinning of TBL and offers leads to more elaborate research and interventions to improve TBL. [ABSTRACT FROM AUTHOR]

Background: A growing body of research demonstrates that adapting the popular entertainment activity "escape rooms" for educational purposes as an innovative teaching method can improve the learning experience. Escape rooms promote teamwork, encourage analytical thinking, and improve problem solving. Despite the increasing development and use of escape rooms in health sciences programs and academic libraries, there is little literature on the use of this method in health sciences libraries with health professions students. Case Presentation: Staff at a health sciences library collaborated with faculty to incorporate escape rooms into library instruction in a variety of settings (in-person, hybrid, online) and formats (team, individual) with health professions students from various disciplines (optometry, pharmacy, medicine). The escape rooms described in this paper offered unique experiences for students through active learning. Discussion: Important considerations when planning escape rooms for health sciences library instruction include deciding on team-based or individual design, calculating potential costs in time and money, deciding on an in-person, hybrid, or online format, and determining whether grades should be assigned. Escape rooms can be an effective strategy for library instruction in the health sciences, working in multiple formats to bring game-based learning to a variety of health professions students. [ABSTRACT FROM AUTHOR]

Background: Different types of assessments influence learning and learning behaviour. Multiple‐choice questions (MCQs) reward partial knowledge and encourage surface learning, while open‐ended questions (OEQs) promote deeper learning. Currently, MCQs is part of team‐based learning (TBL) curriculum, and it is challenging to implement OEQs as immediate feedback is necessary. Objectives: We asked if MCQ and OEQs affect student achievement, student learning and student engagement differently in a TBL classroom. Methods: MCQs and OEQs test scores of N = 66 students were automatically captured in Learning Activity Management System (LAMS) and were compared using a switching replications quasi‐experimental design with pre‐ and post‐tests to answer the research questions. Student learning approaches and engagement in the team activities were assessed using the study process questionnaire and the structure of observed learning outcomes taxonomy respectively. Results and Conclusions: Students get significantly higher MCQ scores than OEQs for the same set of questions, but the reverse is true for application exercises (AEs), which focus on higher‐level application. Most students significantly deepened their learning approaches before OEQs, while poorly prepared students were less engaged during OEQ discussions. Interestingly students subjected to OEQs took less time and scored higher in AE discussions, suggesting better focus on higher‐level thinking. Implications: This project is significant as it bridges our understanding of the value of OEQs and TBL. Our approach is transferable to other courses, and thus it can improve the quality of teaching and learning in tertiary education. Lay Description: What is already known about this topic?: Multiple‐choice questions (MCQs) do not promote deep learning as much as open‐ended questions (OEQ) do.Team‐based learning (TBL) requires MCQs because of the need for immediate feedback.Automated marking can make it more efficient to provide immediate feedback on OEQs as required by the TBL approach. What this paper adds?: OEQs changed student‐learning approaches in the TBL context.OEQs changed the quality of team discussions during the team‐readiness assessment.Test (tRAT) and application exercise phases.Students were concerned about the validity of automated grading. Implications for practitioners: Consider using OEQs in TBL context for deepening student learning.Consider how to defuse students' scepticism of new technology.Consider forming teams with a mix of deep and surface learners. [ABSTRACT FROM AUTHOR]

Background: Flipped or reverse class model is a new educational method which created a great revolution in education, significantly higher education, based on new technologies. The flipped class is based on the reliable theoretical foundations and represents a unique combination of learning theories. Team-based and collaborative learning is very inclusive and uses peer evaluation and immediate feedback to ensure individual and team responsibility to promote the learning outcomes. This study aims to provide a scoping of research studies conducted connected to flipped classroom based on team-based and collaborative learning. Methods: This study used a scoping review method to identify, evaluate, and analyze studies on flipped classrooms based on team-based and participatory learning. The study population is the articles related to flipped classroom, team-based learning, and participative learning in higher education from 2012 to 2022. The articles in this review were selected with criteria including articles with features such as Persian or English publishing language. Then, by quantitative or qualitative approaches, done during the last 10 years. Furthermore, the keywords were flipped classroom, collaborative learning, team learning, team-based learning, and higher education. Results: The findings show a positive effect of flipped classrooms on team-based and participative learning. The flipped classroom positively affects peer interaction with teachers, enhances collaboration, strengthens team building, and enhances teamwork. Conclusion: When using a participatory strategy in a flipped classroom, team building, and teamwork strategies could be considered if we look for significant motivational achievements for students. Educators should consider combining the participatory process with active learning methods such as the flipped classroom approach when using the participatory process. [ABSTRACT FROM AUTHOR]

Team‐based learning (TBL) has been widely applied and evaluated to produce better student outcomes. TBL has been introduced into the clinical pharmacology section of the endodontics clinical course at the School of Stomatology, Wuhan University since 2021. Here, the teaching experience in this course was summarized. The TBL course consisted of a knowledge assignment, intrateam and interteam discussion, practicing, evaluation, cases discussion and examination. The topics of the TBL class included cavity preparation and filling for treatment of dental caries, disinfection, and shaping and filling of root canal for root canal therapy. A total of 64 students participated in the TBL course. The students completed course work and hands‐on practice to the satisfaction of the instructor. Furthermore, most participants held positive attitudes toward the TBL course because TBL provided the opportunity for teamwork to enable them to acquire and understand the therapeutic drug and material more quickly and made them more confident in the following practice. Our experience suggested that the application of the TBL contributed to the authentic practice of the endodontics clinical course. [ABSTRACT FROM AUTHOR]

Objectives: Our program implemented East EMWars, a year-long, longitudinal game that added competition to our existing curricular content. We surveyed residents to investigate the impact of gamification in emergency medicine residency training. We hypothesized that residents would report higher levels of motivation, engagement, and challenge with gamification compared to traditional didactics. Furthermore, we hypothesized that residents would exhibit generally positive perceptions about gamification as a learning tool and that it would translate to improved performance on the annual in-training examination. Methods: This was a single-center, prospective pre- and post-intervention survey study at a community-based emergency medicine residency program. Given the multiplicity of research questions and inherent nature of educational research, a mixed methods approach was utilized. We utilized nonparametric testing for quantitative data with paired responses pre- and post-intervention. We solicited comments on the post-intervention that were categorized under thematic approach and presented in complete and unedited form in the results. Results: Eighteen (100%) of eligible residents in our program participated in both surveys. There were statistically significant increases in reported levels of motivation, engagement, and challenge with gamification compared to traditional didactic methods. Residents also reported overwhelmingly positive general perceptions about gamification and its broader generalizability and applicability. We did not reach statistical significance in determining if in-training exam scores were associated with our gamification initiative. Conclusions: This study was a first-of-its-kind look into a longitudinal game in an emergency medicine residency program. Although our results are encouraging, medical educators need further research to determine if this increase in motivation, engagement, and challenge will be associated with an increase in examination scores or, more importantly, healthcare outcomes. Theory-based, broader-scale, prospective studies are needed to further explore and help establish these associations and outcomes. [ABSTRACT FROM AUTHOR]

Objective: To compare the effectiveness of Team-based learning and flipped classrooms in terms of test scores in undergraduate medical education. Study Design: Quasi-experimental study. Place and Duration of Study: Federal Medical College, Islamabad Pakistan, from Mar to Jun 2020. Methodology: A total of 100 first-year MBBS students were randomly equally allocated to either team-based learning or flipped classroom for biochemistry class. In the former technique, students were assigned a topic from the textbook as prereading material. In contrast, in the latter technique, they were given an audio-based power-point lecture before class. Then, students were asked to review the material and prepare at least three questions to ask during class in the flipped classroom while they followed a modified team-based learning class. In the first session, there were (n=43) and (n=39) students in the Team-based Learning and Flipped Classroom group, whereas in the second session, 40 students each attended class. However, in the third and fourth sessions, attendance was 100.0%. Each session was given a pre and post-test based on 20 Multiple Choice Questions. Results: Females were in the majority (57%), and most students (72%) were 17 years of age. Team-based learning scored better than Flipped Classroom in each session. For example, in session 1, the mean scores were 67.0 ± 10.4 in Team-Based Learning and 48.3 ± 8.4 in Flipped Classroom group (p-value <0.001). The difference in marks obtained continued in sessions 2, 3 and 4. Conclusion: Team-Based Learning is more effective than Flipped classrooms in teaching biochemistry to medical students. [ABSTRACT FROM AUTHOR]

Introduction: There is a need to incorporate innovative teaching methods other than conventional didactic lectures to generate interest of medical undergraduates in learning Pharmacology. Game-based Learning (GBL) is a new strategy in medical education that can create a fun based atmosphere for learning. Aim: To assess the effectiveness of GBL as a tool in learning process and in memory retention of the knowledge acquired in pharmacology using treasure hunt competition. Materials and Methods: The quasi-experimental study was conducted on 4th semester MBBS students of Kanachur Institute of Medical Sciences, Mangaluru, Karnataka, India, from February to March 2019, as a part of the Advanced Course in Medical Education (ACME) project work, Medical Council of India. Entire phase II students (N=150) were included in the study. Students were divided into the GBL group and the Facilitated Learners (FL) group. Both groups were exposed to their respective GBL and FL based learning. Before and after the respective GBL and FL sessions, a pretest and two post-test multiple choice questions based tests were conducted. The second post-test was conducted one month later as a surprise one. Thereafter, a questionnaire was given to pen down the perceptions about GBL. Pretest and post-test marks were analysed by one-way Analysis of Variance (ANOVA) followed by the Tukey-Kramer test. Perceptions about GBL were entered in percentage. Results: The mean scores of the GBL group were significantly more (p-value <0.001) as compared to the FL group in both the post-tests. In their feedback about GBL, the students appreciated the usefulness of this innovative way of learning pharmacology. Conclusion: The GBL is an effective tool to teach pharmacology to medical undergraduates. [ABSTRACT FROM AUTHOR]

Several major themes related to rethinking assessment emerged from a search of the papers published in PRIMUS. Authors explored ways to change the stakes of assessments, often with outcomes-based grading and testing structures. They explored changing the structure of assessments by considering media beyond written exams and by configuring them as group activities. They explored ways to change the focus of their assessments by asking students to synthesize and engage messy applications/projects and by making metacognition part or all of the assessment activities. And they explored issues around assessment as part of a larger system by considering approaches to grading in general, alignment with other course activities, workload, and perceptions and expectations about assessment in mathematics. In this PRIMUS Curated Collection, I discuss these themes and offer some editorial perspective. [ABSTRACT FROM AUTHOR]

In schools and programs of public health, active learning and restructured feedback strategies may improve student learning and course performance compared to traditional lecture-based formats and grading systems. To promote student engagement and active learning, we implemented the team-based learning (TBL) model and a restructured grading approach based on principles of “ungrading” in the required behavioral research methods course of a master’s level public health curriculum. We conducted a quasi-experimental, mixed-methods evaluation of the implementation of restructured grading approach (two sections, n = 46) compared to the traditional grading approach (two sections, n = 34). For the restructured grading sections, numeric grades were removed for weekly team quizzes and team assignments. We administered and analyzed pre- and post-course surveys to compare perceived mastery of course learning objectives, intrinsic motivation, and perceptions of grading and instructor feedback by grading approach. Additionally, we compared course grades and final paper grades by grading approach and conducted two focus groups (one for each approach). The results indicate that students’ learning, satisfaction, and perceptions of the course were mainly equivalent across grading approaches. Students in the restructured grading sections demonstrated a few modestly improved outcomes compared to their peers in the traditional grading courses. Students in the restructured grading sections had slightly higher mean course grades, reported greater increase in confidence to critically evaluate research designs, and found team quizzes to be more helpful. Removing grades for team quizzes and assignments supported student learning and reduced student stress. [ABSTRACT FROM AUTHOR]

Maximising engagement, interaction and providing effective feedback for large engineering cohorts is a significant challenge. Team-based learning is a powerful approach that has been shown to be effective in overcoming these issues. However, the use of team-based learning for very large class sizes, particularly in the field of engineering is limited. This study is focused on refining team-based learning for a large (∼350) student first-year mechanical engineering cohort. Team-based learning was trialled and optimised during tutorials over two successive academic semesters with the same group. Quantitative data collection was collected from student attendance and performance, and regular feedback provided qualitative insight. The results indicate that team-based learning enhances engagement, peer-to-peer learning, and exam performance, particularly for the lower quartile (5%–10% mark increase). However careful tailoring of the methodology is required, monitoring group effectiveness is challenging and the use of hybrid team-based learning needs future refinement. [ABSTRACT FROM AUTHOR]