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Audience: The target audiences for this team-based learning (TBL) activity are resident physicians andmedical students.Introduction: According to the Centers for Disease Control and Prevention (CDC), nearly half of the adults inthe United States have hypertension,1 which is a leading cause of cardiovascular disease and prematuredeath.2 In extreme cases, patients may present in hypertensive emergencies, defined as an acute, markedelevation of systolic blood pressure >180mmHg or diastolic blood pressure >120mmHg with evidence oforgan dysfunction.3,4 Patients presenting to the emergency department (ED) with symptoms of hypertensiveemergencies must be promptly diagnosed and treated to prevent further morbidity and mortality. This TBLutilizes four clinical cases to educate resident physicians and medical students not only on the recognition ofhypertensive emergencies, but also on the workup, management, and disposition of patients who present tothe ED with hypertension.udience: The target audiences for this team-based learning (TBL) activity are resident physicians andmedical students.Educational Objectives:By the end of this TBL session, learners should be able to: 1) define features ofasymptomatic hypertension versus hypertensive emergency, 2) discuss which patients with elevated bloodpressure may require further diagnostic workup and intervention, 3) identify a differential diagnosis forpatients presenting with elevated blood pressures, 4) recognize the features of different types of end-organdamage, 5) review an algorithm for the pharmacologic management of hypertensive emergencies, 6) indicatedosing and routes of various anti-hypertensive medications, 7) choose the appropriate treatment for apatient who is hypertensive and presenting with flash pulmonary edema, 8) identify an aortic dissection oncomputed tomography (CT), 9) choose the appropriate treatment for a patient who is hypertensive andpresenting with an aortic dissection, 10) identify intracranial hemorrhage on CT, 11) choose the appropriatetreatment for a patient who is hypertensive and presenting with an intracranial hemorrhage, and 12)describe the intervention for warfarin reversal.Educational Methods: This is a classic TBL that includes an individual readiness assessment test (iRAT), amultiple-choice group readiness assessment test (gRAT), and a group application exercise (GAE).Research Methods: Learners and instructors were given the opportunity to provide verbal feedback aftercompletion of the TBL. Learners included senior medical students and first-, second-, and third-yearemergency-medicine residents. Learners were specifically asked if they felt the cases were educational,relevant, and useful to their training.Results: Six resident physicians and three medical students volunteered their verbal feedback, and agreedwhen they were specifically asked if the cases were educational, relevant, and useful to their training. Thesame learners also agreed when asked if they felt the TBL was a more enjoyable activity than a direct lectureto refresh their knowledge and skills. One instructor observed that interns and medical students weregenerally able to reach a correct diagnosis; however, they seemed to struggle more with describingappropriate pharmacologic interventions when compared to more senior learners.Discussion: Hypertension is a common complaint and incidental finding in patients presenting to the ED.Given its non-specific value, it can be a difficult topic for the novice healthcare provider to master. Thedifferential diagnosis for a patient presenting with hypertension is vast, ranging from benign to emergent,and can sometimes necessitate minimal to substantial workups. Thus, this TBL is a useful, relevant, andeffective exercise for residents-in-training to review and understand the management of hypertension.

Team-based learning (TBL) has gained significant popularity in higher education. Despite its widespread adoption, there is a lack of comprehensive understanding of the current state of TBL research. Hence, we conducted a bibliometric analysis to address this gap, reviewing 692 papers from the Web of Science database. The study revealed a notable increase in TBL research, with a peak of 87 publications in 2021. The United States emerged as the leading contributor, with medical and nursing education being the most prominent research areas. Specialized journals played a significant role in disseminating TBL research. Key themes, including TBL outcomes, non-technical competencies, and implementation principles, were identified. Moreover, it highlighted a growing interest in applying TBL in interprofessional education and formative assessment. The findings suggest the need to establish priorities and expand TBL research beyond health professions education to other fields. This study provides valuable insights into the current landscape of TBL research and offers directions for future investigations. [ABSTRACT FROM AUTHOR]

Introduction: Team-Based Learning (TBL) is a highly structured active learning methodology shown to have positive learning outcomes in undergraduate medical education (UME). While many medical schools have increasingly adopted TBL, there is considerable variation reported in the literature in the implementation of the standard sequence and key components of TBL. The extent to which this variation affects the benefits of TBL is not well understood. This study aims to assess the impact of implementing the standardized framework of the TBL process on student perception of the benefits of TBL. Methods: Faculty at our institute were surveyed to determine the frequency of implementation of TBL standards, as described in the literature. Second-year osteopathic medical students (OMS II) were surveyed for their perception of the experience of TBL at the beginning of the academic year. Curricular interventions targeting the enforcement of the standard steps and key components of TBL were implemented in a particular 6-week system course. The students were re-surveyed at the end of the course. Descriptive and thematic analyses were performed on quantitative and qualitative data. Results: Twenty four of 31 (77.4%) faculty participated in the faculty survey, 53 of 105 OMS II students (50.4%) participated in the pre-intervention survey, and 72 of 104 OMS II students (69.2%) participated in the post-intervention survey. Faculty survey results indicated inconsistent implementation of key steps and components of the TBL process. Comparisons of student pre- and post-survey means of the perceived value of various aspects of TBL showed significant improvement in multiple aspects of the TBL process, including readiness assurance tests, immediate feedback, and application activities. Both before and after the intervention, students highly rated the value of teamwork and opportunities for practical application of concepts within TBL. Conclusion: While medical students value teamwork in UME and professional development, their perception of TBL can be less than positive if not conducted deliberatively. Assessment of the implementation of the standard TBL steps and components and development of corresponding targeted interventions may improve the TBL experience of medical students. Our process could be generalized to help educators interested in improving TBL in their home institutes. [ABSTRACT FROM AUTHOR]

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]

Due to the increasing number of students each year in Vietnam and elsewhere, current active teaching methods and traditional lecture methods face many difficulties. Therefore, innovation in teaching methods is necessary to meet training needs and ensure training quality. Even though team-based learning is widely used globally, there is still no scientific evidence of the effectiveness of this method in health education in Vietnam. This quasi-experimental study compared individual and team readiness scores and satisfaction in students undergoing team-based learning. The study also compared the effects of the team-based learning method versus traditional lectures on final test scores, classroom engagement, and students' attitudes toward team-based learning. The study was conducted on 192 fourth-year bachelor of nursing students at the University of Medicine and Pharmacy, Hue University, in the 2022-2023 school year. Students participated in three Nursing Care for Adults with Internal Medicine Disease course modules. Data were collected using five instruments: a Demographic Questionnaire, the Student Preparation Questionnaire, the Classroom Engagement Survey, the Team-Based Learning Student Assessment Instrument, and the Attitudes toward Different Aspects of Team Learning. The data were analyzed using descriptive statistics, independent t-test, and chi-square using SPSS version 20.0. The findings revealed that students in the team-based learning group had mean scores on the team readiness test significantly higher than the individual readiness test in all three modules, and satisfaction with team-based learning was high. When comparing the two groups, the students in the team-based learning classes had significantly higher scores on classroom engagement and more positive attitudes toward this type of learning than those in traditional classes. However, the two groups had no significant difference in final test scores. We recommend that universities in Vietnam urgently consider applying the team-based learning method to many courses for nursing students, given its potential to enhance classroom engagement and foster positive attitudes. However, before widespread application, more research is needed on factors that can affect the effectiveness of team-based learning, such as the capacity of lecturers, teaching assistants, and infrastructure conditions. More extensive research in more courses, more students, and longer periods are needed to see the long-term benefits of team-based learning. [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]

Background: Poor nutrition is a leading cause of preventable death, but is inconsistently taught in medical education and inadequately discussed in medical care. To overcome this problem, we developed a hybrid nutrition team-based learning/culinary medicine approach to integrate practical nutrition knowledge and basic cooking skills into the training of future health professionals. Methods: Nutrition was integrated into the systems-based courses at a college of osteopathic medicine, complemented by culinary medicine sessions based on the Health meets Food curriculum (HmF; culinarymedicine.org). Students participated in the program for one year and two cohorts of students were included in this analysis. Outcomes were measured via online food frequency questionnaire (FFQ, Vioscreen, Viocare, Inc) and surveys administered via Qualtrics online survey software. Diet quality was measured using the Healthy Eating Index (HEI)-2015. Data were analyzed using SAS 9.4. Results: One hundred and ninety-five first year students completed a baseline FFQ (97.5% response rate). Mean age of students was 26 years, 47% were female (n = 92/195). The average BMI of participants was 24.8 kg/m2 (range 17-45.4) and the majority of participants reported being active. Seventy-five students (38%) completed an end of year FFQ. Diet quality was poor among students at baseline (n = 195; 67.59 (SD 10.54)) and improved slightly but significantly at the end of year 1 (n = 75, 69.63 (SD: 12.42), p = 0.04). The survey was administered to the second cohort only; 63 students responded (53% response rate). Talking to patients about nutrition was seen as more relevant to future practice among respondents than talking to patients about safe sex, weight, tobacco, alcohol, other substance abuse and domestic violence. Conclusions: This study evaluated the nutrition and culinary medicine curriculum at a new college of osteopathic medicine. Students rated the program highly and attendance was excellent, even though not required. Student diet quality did not decline over the first year of medical school. Students rated talking to patients about nutrition as highly relevant, providing encouragement that they will do so in future practice. We believe our work shows that nutrition can be integrated into the training of future physicians and that it may pay dividends, particularly with the increasing awareness of the importance of preventive care. [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]

Background: Escape rooms (ERs) are being increasingly used in nursing education as an active and game-based learning method. Purpose: To conduct a systematic review to synthesize evidence on the current use of ERs in nursing education. Methods: A mixed methods systematic review was performed to identify and synthesize existing literature. Five databases were searched in July 2023. Descriptive and thematic analysis were used to synthesize quantitative and qualitative data, respectively. Results: A total of 333 studies were found after searching 5 databases. After 2 independent reviews, a total of 57 studies were identified across 5 countries. There were 16 qualitative studies, 34 quantitative studies, and 7 mixed methods studies. Four main themes were identified. Conclusions: ERs are widely used across different topics and settings in nursing education and are enjoyed by the majority of participants; however, more rigorous research is needed to confirm whether ERs improve learning outcomes. [ABSTRACT FROM AUTHOR]

Background: Globalization has significantly impacted the field of medical education. Medical students need to be more competent to adapt to diverse patient populations and medical practices, understanding the cultural differences, and overcoming the language barriers. While the cognitive domain is important, it cannot fulfill the other domains of learning (affective, psychomotor). Therefore, medical education has to be enhanced to produce well-rounded health-care professionals. Integrating traditional teaching with interactive learning methods can bridge the gap between theoretical knowledge and practical application. Flipping the classroom is one such interactive teaching method that prioritizes the needs, interests, and autonomy of students. By organizing the students into small teams to solve problems and discuss cases, it additionally encourages accountability within the team, which further enhances enthusiasm and commitment to their studies. Aim and Objective: This team-based learning (TBL) in the settings of the flipped classroom (FCR) model can promote self-directed learning (SDL), critical thinking, and pursuing lifelong learning, which was the objective of the present study. Materials and Methods: The study was conducted on 200 undergraduate 1st-year MBBS students, 100 each in the study and control groups. The study group was subjected to flipped classroom (FCR) and the control group to traditional large group teaching. A pre-class assessment (pre-test) using Google Forms, including MCQ, open-ended questions, and case-based physiology, was administered to both the study and control groups of students. In the study group, the team test was conducted in the class. Both groups were subjected to a post-test to evaluate the efficacy of the flipped classroom over the traditional lecture. Qualitative feedback and a focus group interview were taken from the study groups to get the insight of the students regarding the flipped classroom. The incorporation of seminars in the study group further enriched the contents with lucidity of concepts. Results: In the comparison of the pre-test and post-test assessment scores, there was a weighty improvement after the post-FCR session among the study group. Furthermore, the comparison of the pre-test and team-test scores revealed the effectiveness of TBL among the study group students. Thus, the amalgamated approach of FCR with TBL enhances student engagement and comprehension of course material. It also boosts SDL, empowering the students to take ownership of their learning journey. Discussion: Thus, employing a combination of teaching and learning techniques can be more promising than didactic teaching for cultivating medical students with SDL abilities, and certainly flipped classroom and TBL can improve learning outcomes in medical education, creating a more engaging and stimulating learning environment. [ABSTRACT FROM AUTHOR]

Background: Clinical practitioners think of frequent causes of diseases first rather than expending resources searching for rare conditions. However, it is important to continue investigating when all common illnesses have been discarded. Undergraduate medical students must acquire skills to listen and ask relevant questions when seeking a potential diagnosis. Methodology: Our objective was to determine whether team-based learning (TBL) focused on clinical reasoning in the context of rare diseases combined with video vignettes (intervention) improved the clinical and generic skills of students compared with TBL alone (comparator). We followed a single-center quasi-experimental posttest-only design involving fifth-year medical students. Results: The intervention group (n = 178) had a significantly higher mean overall score on the objective structured clinical examination (OSCE) (12.04 ± 2.54 vs. 11.27 ± 3.16; P = 0.021) and a higher mean percentage score in clinical skills (47.63% vs. 44.63%; P = 0.025) and generic skills (42.99% vs. 40.33%; P = 0.027) than the comparator group (n = 118). Success on the OSCE examination was significantly associated with the intervention (P = 0.002). Conclusions: The TBL with video vignettes curriculum was associated with better performance of medical students on the OSCE. The concept presented here may be beneficial to other teaching institutions. [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]

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Abstract Introduction Team-Based Learning (TBL) is a highly structured active learning methodology shown to have positive learning outcomes in undergraduate medical education (UME). While many medical schools have increasingly adopted TBL, there is considerable variation reported in the literature in the implementation of the standard sequence and key components of TBL. The extent to which this variation affects the benefits of TBL is not well understood. This study aims to assess the impact of implementing the standardized framework of the TBL process on student perception of the benefits of TBL. Methods Faculty at our institute were surveyed to determine the frequency of implementation of TBL standards, as described in the literature. Second-year osteopathic medical students (OMS II) were surveyed for their perception of the experience of TBL at the beginning of the academic year. Curricular interventions targeting the enforcement of the standard steps and key components of TBL were implemented in a particular 6-week system course. The students were re-surveyed at the end of the course. Descriptive and thematic analyses were performed on quantitative and qualitative data. Results Twenty four of 31 (77.4%) faculty participated in the faculty survey, 53 of 105 OMS II students (50.4%) participated in the pre-intervention survey, and 72 of 104 OMS II students (69.2%) participated in the post-intervention survey. Faculty survey results indicated inconsistent implementation of key steps and components of the TBL process. Comparisons of student pre- and post-survey means of the perceived value of various aspects of TBL showed significant improvement in multiple aspects of the TBL process, including readiness assurance tests, immediate feedback, and application activities. Both before and after the intervention, students highly rated the value of teamwork and opportunities for practical application of concepts within TBL. Conclusion While medical students value teamwork in UME and professional development, their perception of TBL can be less than positive if not conducted deliberatively. Assessment of the implementation of the standard TBL steps and components and development of corresponding targeted interventions may improve the TBL experience of medical students. Our process could be generalized to help educators interested in improving TBL in their home institutes.

Abstract 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

Abstract Background Poor nutrition is a leading cause of preventable death, but is inconsistently taught in medical education and inadequately discussed in medical care. To overcome this problem, we developed a hybrid nutrition team-based learning/culinary medicine approach to integrate practical nutrition knowledge and basic cooking skills into the training of future health professionals. Methods Nutrition was integrated into the systems-based courses at a college of osteopathic medicine, complemented by culinary medicine sessions based on the Health meets Food curriculum (HmF; culinarymedicine.org). Students participated in the program for one year and two cohorts of students were included in this analysis. Outcomes were measured via online food frequency questionnaire (FFQ, Vioscreen, Viocare, Inc) and surveys administered via Qualtrics online survey software. Diet quality was measured using the Healthy Eating Index (HEI)-2015. Data were analyzed using SAS 9.4. Results One hundred and ninety-five first year students completed a baseline FFQ (97.5% response rate). Mean age of students was 26 years, 47% were female (n = 92/195). The average BMI of participants was 24.8 kg/m2 (range 17-45.4) and the majority of participants reported being active. Seventy-five students (38%) completed an end of year FFQ. Diet quality was poor among students at baseline (n = 195; 67.59 (SD 10.54)) and improved slightly but significantly at the end of year 1 (n = 75, 69.63 (SD: 12.42), p = 0.04). The survey was administered to the second cohort only; 63 students responded (53% response rate). Talking to patients about nutrition was seen as more relevant to future practice among respondents than talking to patients about safe sex, weight, tobacco, alcohol, other substance abuse and domestic violence. Conclusions This study evaluated the nutrition and culinary medicine curriculum at a new college of osteopathic medicine. Students rated the program highly and attendance was excellent, even though not required. Student diet quality did not decline over the first year of medical school. Students rated talking to patients about nutrition as highly relevant, providing encouragement that they will do so in future practice. We believe our work shows that nutrition can be integrated into the training of future physicians and that it may pay dividends, particularly with the increasing awareness of the importance of preventive care.

Abstract Background Clinical practitioners think of frequent causes of diseases first rather than expending resources searching for rare conditions. However, it is important to continue investigating when all common illnesses have been discarded. Undergraduate medical students must acquire skills to listen and ask relevant questions when seeking a potential diagnosis. Methodology Our objective was to determine whether team-based learning (TBL) focused on clinical reasoning in the context of rare diseases combined with video vignettes (intervention) improved the clinical and generic skills of students compared with TBL alone (comparator). We followed a single-center quasi-experimental posttest-only design involving fifth-year medical students. Results The intervention group (n = 178) had a significantly higher mean overall score on the objective structured clinical examination (OSCE) (12.04 ± 2.54 vs. 11.27 ± 3.16; P = 0.021) and a higher mean percentage score in clinical skills (47.63% vs. 44.63%; P = 0.025) and generic skills (42.99% vs. 40.33%; P = 0.027) than the comparator group (n = 118). Success on the OSCE examination was significantly associated with the intervention (P = 0.002). Conclusions The TBL with video vignettes curriculum was associated with better performance of medical students on the OSCE. The concept presented here may be beneficial to other teaching institutions.

الملخص: أهداف البحث: التعلم القائم على الفريق هو طريقة تركز على الطالب حيث يمكن تعزيز وتسهيل التعلم من خلال تحويل المحاضرة التقليدية إلى عملية حل مشكلات نشطة وديناميكية وأكثر جاذبية. هدفت الدراسة الحالية إلى تقييم تجربة التعلم ورضا الطلاب باستخدام طريقة التعلم القائم على الفريق في دورة جراحة الفم قبل السريرية. طرق البحث: تم تصميم اثنتي عشرة جلسة تعلم قائمة على الفريق لطلاب السنة الثانية في طب الأسنان. تم إجراء ست جلسات من ثلاث ساعات في الفصل الدراسي الأول وست جلسات من ساعتين في الفصل الدراسي الثاني مع مواضيع مختلفة قبل السريرية. تم تضمين أنشطة تعليمية مثل الاختبارات والمناقشات الجماعية في الجلسات. استهدفت الاستبانة التي تم توزيعها بعد الجلسة الأخيرة معرفة آراء الطلاب ورضاهم لتقييم أربعة معايير تتعلق باكتساب المعرفة، وتعزيز المهارات الشخصية، وبيئة التعلم، وعلاقات المعلم بالطالب. النتائج: توافق معظم متوسطات الدرجات الخاصة بالردود مع العبارات المتعلقة بالمعايير الأربعة. كشفت نتائج اختبار ارتباط بيرسون عن وجود علاقة ذات دلالة إحصائية (معامل الارتباط يساوي 0.735 وقيمة الاحتمال أقل من 0.05) بين معايير الجلسات التي استمرت لثلاث ساعات وتلك التي استمرت لساعتين. الاستنتاجات: أظهرت طريقة التعلم القائم على الفريق مستويات عالية من الرضا، والتي قد تعزى إلى التنفيذ السليم لمنهجية التعلم القائم على الفريق من قبل المعلم والطلاب. Abstract: Objectives: Team-based learning (TBL) is a student-centered method where learning can be promoted and facilitated by changing the traditional teaching lecture into an active, dynamic, and more engaging problem-solving process. The present study evaluated the student's learning experience and satisfaction using a TBL method in a preclinical oral surgery course. Methods: Twelve TBL sessions were designed for second-year dental students. Six 3-h and 2-h sessions with various preclinical topics were conducted in academic Terms 1 and 2, respectively. Teaching activities such as tests and group discussions were included in the sessions. The last post-session questionnaire sought students' feedback and satisfaction to assess four parameters related to students’ knowledge acquirement, interpersonal skills enhancement, learning environment, and teacher–student relationships. Results: Most average scores of the responses agreed with the related statements in the four parameters. The results of the Pearson's correlation test revealed that there was a significant relationship (r = 0.735; P

Introduction: This study compares pharmacy students' performance using face-to-face (FTF) team-based learning (TBL) vs. virtual TBL across multiple courses and different academic levels while accounting for student demographic and academic factors. Methods: The study included pharmacy students from different academic levels (P1-P3) who were enrolled in three didactic courses taught using FTF TBL and virtual TBL. Multiple generalized linear models (GLMs) were performed to compare students' performance on individual readiness assurance tests (iRAT s), team readiness assurance tests (tRAT s), team application exercises (tAPPs), summative exams, and total course scores using FTF TBL vs. virtual TBL, adjusting for students' age, sex, race, and cumulative grade point average (cGPA). Results: The study involved a total of 356 pharmacy students distributed across different academic levels and learning modalities: P1 students [FTF TBL (n = 26), virtual TBL (n = 42)], P2 students [FTF TBL (n = 77), virtual TBL (n = 71)], and P3 students [FTF TBL (n = 65), virtual TBL (n = 75)]. In the P1 cohort, the virtual TBL group had higher iRAT and tRAT scores but lower tAPP scores than the FTF TBL group, with no significant differences in summative exams or total course scores. For P2 students, the virtual TBL group had higher iRAT and tRAT scores but lower summative exam scores and total course scores than the FTF TBL group, with no significant differences in tAPP scores. In the P3 student group, the virtual TBL group had higher iRAT, tRAT, tAPP, summative exam, and total course scores than the FTF TBL group. Conclusions: Students' performance in virtual TBL vs. FTF TBL in the pharmacy didactic curriculum varies depending on the course content, academic year, and type of assessment. [ABSTRACT FROM AUTHOR]

Objective 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 .

Objective To assess the effectiveness of combining problem-based learning (PBL), team-based learning (TBL), and clinical pathway (CP) in standardized training of periodontology residents. Methods A total of 48 residents who were transferred to the Department of Periodontology at the Fourth Affiliated Hospital of Harbin Medical University from January to October 2023 were randomly assigned to either the traditional teaching group or the PBL, TBL, and CP combined teaching group, with 24 participants in each group. The traditional teaching group followed conventional teaching methods, while the PBL, TBL, and CP combined teaching group utilized a combination of these three methods. Prior to completing their rotation, both groups underwent professional assessments as well as surveys on satisfaction with standardized training and self-evaluation. Results The professional examination scores ofcombined teaching group were significantly higher than those of the traditional teaching method group (P0.05). However, compared to the traditional teaching group, students in the PBL, TBL, and CP combined teaching group showed significant improvements in doctor-patient communication skills, active information retrieval abilities, learning interest levels, team discussions, and clinical logical thinking abilities (P

Abstract Background Team-based learning (TBL) is a widely recognized instructional approach in medical education blending direct instruction with active-cooperative learning in small groups. While TBL is known to enhance knowledge acquisition, its impact on student motivation, particularly through situational interest, remains underexplored. This study aimed to investigate the development of situational interest across the distinct phases of TBL, focusing on how each phase (individual readiness assurance test; iRAT, team readiness assurance test; tRAT, and application exercise; AE) influences students’ situational interest. The study sought to provide insights into the motivational dynamics underpinning TBL in a medical education setting. Methods A total of 88 medical students participated in a TBL session on “Bleeding during Pregnancy.” Situational interest was measured after each TBL phase. A one-way repeated-measures analysis of variance (ANOVA) was conducted to assess the fluctuation of situational interest throughout the session. Results The analysis revealed significant variations in situational interest across different TBL stages. There was a significant increase in situational interest following the tRAT (p = .001). Post-tRAT, situational interest significantly decreased after the AE (p = .007), returning to levels observed at the session’s start. Post hoc correlation analysis suggested a negative association between tRAT performance and situational interest, indicating heightened interest in response to awareness of knowledge gaps during the tRAT. Conclusions The findings of this study may challenge the traditional view of TBL, suggesting a more integrated and dynamic interplay between knowledge acquisition and application phases. The results highlight the importance of the AE phase in clinical education and suggest that situational interest is one key driver in the learning process within TBL. Future research should focus on replicating these findings and comparing situational interest development between pre-clinical and clinical student cohorts to further understand the effects of situational interest on TBL in medical education.

Abstract Background Self-directed learning ability is crucial for lifelong learning. The inadequate self-directed learning ability of nursing students in China may be due to their deficiency in self-management or learning initiative. Objective To explore the effect of online learning platform (Tronclass) combined with team-based learning on nursing students’ self-directed learning and academic performance. Design Pretest-posttest design. Participants From March to July 2023, 69 undergraduate third-year nursing students from a university in Hunan Province were selected through a whole-group sampling method. Methods This study used Tronclass to carry out team-based learning in the teaching process of pediatric nursing courses. It compared the self-directed learning ability nursing students before and after courses, and juxtaposed their academic performance with those of their counterparts who graduated in previous years. Results When comparing compare motivation, self-management, teamwork and information literacy, which are four subscale aspects of the self-directed Learning Ability Scale, the post-survey scores for these four dimensions are greater than the pre-survey results. The results of the study showed a statistically significant difference (P

الملخص: أهداف البحث: تزيد استراتيجية التعلم المرتكز على الطالب من احتمالية تخريج أطباء أكفاء ومعتمدين على أنفسهم وقادرين على حل المشكلات. اعتمدت كلية الطب بجامعة بيشة التعلم الموجه ذاتيا ممثلا بالتعلم القائم على حل المشكلات، والتعلم الذاتي الموجه ممثلا بالتعلم القائم على الفريق. طريقة البحث: تم جمع ما مجموعه 502 سؤالا من أسئلة متعددة الخيارات من اختبارات منتصف المقرر والامتحانات النهائية من قبل خبراء المواد ذات الصلة من تسع دورات خلال الفترة من سبتمبر 2020 حتى يونيو 2023 والتي اعتمدت التعلم القائم على حل المشكلات والتعلم القائم على الفريق؛ 247 سؤالا متعدد الأسئلة تتعلق بالتعلم القائم على حل المشكلات و255 سؤالا يتعلق بالتعلم القائم على الفريق. تم استخدام التحليل السيكومتري لتحديد الأسئلة الصعبة والسهلة والأمثل. نقطة ثنائية حيث تشير إلى نقطة ثنائية ضعيفة وهامشية وجيدة وممتازة على التوالي. وأخيرا، تمت محاولة عدد المشتتات الوظيفية بنسبة تزيد عن 5% من المرشحين. النتائج: لا توجد فروق ذات دلالة إحصائية في أداء الطلاب في الاسئلة متعددة الاختيارات المتعلقة بالتعلم المبني على المشكلات (يمثل أداة التعلم الموجه ذاتيا للمجموعات الصغيرة)، والتعلم المبني على الفريق (يمثل أداة التعلم الموجه ذاتيا للمجموعات الكبيرة) فيما يتعلق بمؤشر الصعوبة، ووظائف تشتيت الانتباه. الاستنتاجات: لوحظ أنه لا يوجد فرق في أداء الطلاب سواء تم استخدام التعلم القائم على حل المشكلات أو التعلم القائم على الفريق لتعلم مقررات العلوم الطبية الأساسية. يحتاج التعلم في مجموعات صغيرة مثل التعلم القائم على حل المشكلات إلى موارد أكثر مقارنة بالتعلم في مجموعات كبيرة كما هو الحال في التعلم القائم على الفريق، وبالتالي يمكن لأي كلية أن تقرر استراتيجية التعلم المعتمدة على مواردها وعدد طلابها. Abstract: Background: Student-centered learning strategy increases the likelihood of graduation of competent, self-dependent, and problem-solving physicians. The University of Bisha, College of Medicine (UBCOM) adopted self-directed learning (SDL) represented by problem-based learning (PBL), and directed self-learning (DSL) represented by team-based learning (TBL). Aim: To compare the students’ performance in SDL and DSL among UBCOM students. Methodology: A total of 502 multiple choice questions (MCQs) from the mid-course and final exams were collected by the relevant subject experts from nine courses during the period from September 2020 till June 2023 that adopted PBL and TBL; 247 MCQs related to PBL and 255 related to TBL. Psychometric analysis was used to determine difficult, easy, and optimum questions (≤25%, ≥90%, and 26–89%, respectively). Point biserial as 0.40 which indicate poor, marginal, good, and excellent point biserial, respectively. Finally, the number of functional distractors was attempted by >5% of the candidates. Results: No significant differences were noted for the students’ performance in MCQs related to PBL (representing self-directed, small group learning tool), and TBL (representing directed-self, large group learning tool) regarding difficulty index (DI), point biserial, and distractors functionality. Conclusion: It has been observed that there is no difference in students’ performance whether PBL or TBL is used for learning Basic Medical Science courses. Small group learning such as PBL needs more resources in comparison to large group learning as in TBL, therefore any institute can decide on the adopted learning strategy depending on its resources and the number of students.

Background: Team-based learning (TBL) is a widely recognized instructional approach in medical education blending direct instruction with active-cooperative learning in small groups. While TBL is known to enhance knowledge acquisition, its impact on student motivation, particularly through situational interest, remains underexplored. This study aimed to investigate the development of situational interest across the distinct phases of TBL, focusing on how each phase (individual readiness assurance test; iRAT, team readiness assurance test; tRAT, and application exercise; AE) influences students' situational interest. The study sought to provide insights into the motivational dynamics underpinning TBL in a medical education setting. Methods: A total of 88 medical students participated in a TBL session on "Bleeding during Pregnancy." Situational interest was measured after each TBL phase. A one-way repeated-measures analysis of variance (ANOVA) was conducted to assess the fluctuation of situational interest throughout the session. Results: The analysis revealed significant variations in situational interest across different TBL stages. There was a significant increase in situational interest following the tRAT (p =.001). Post-tRAT, situational interest significantly decreased after the AE (p =.007), returning to levels observed at the session's start. Post hoc correlation analysis suggested a negative association between tRAT performance and situational interest, indicating heightened interest in response to awareness of knowledge gaps during the tRAT. Conclusions: The findings of this study may challenge the traditional view of TBL, suggesting a more integrated and dynamic interplay between knowledge acquisition and application phases. The results highlight the importance of the AE phase in clinical education and suggest that situational interest is one key driver in the learning process within TBL. Future research should focus on replicating these findings and comparing situational interest development between pre-clinical and clinical student cohorts to further understand the effects of situational interest on TBL in medical education. [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]

Background: Self-directed learning ability is crucial for lifelong learning. The inadequate self-directed learning ability of nursing students in China may be due to their deficiency in self-management or learning initiative. Objective: To explore the effect of online learning platform (Tronclass) combined with team-based learning on nursing students' self-directed learning and academic performance. Design: Pretest-posttest design. Participants: From March to July 2023, 69 undergraduate third-year nursing students from a university in Hunan Province were selected through a whole-group sampling method. Methods: This study used Tronclass to carry out team-based learning in the teaching process of pediatric nursing courses. It compared the self-directed learning ability nursing students before and after courses, and juxtaposed their academic performance with those of their counterparts who graduated in previous years. Results: When comparing compare motivation, self-management, teamwork and information literacy, which are four subscale aspects of the self-directed Learning Ability Scale, the post-survey scores for these four dimensions are greater than the pre-survey results. The results of the study showed a statistically significant difference (P < 0.05), in the students who engaged in Tronclass combined with team-based learning. Specifically, these students received higher midterm and final grades than to those who had already graduated and did not participate in these activities. (P < 0.05). Conclusion: Combining Tronclass with team-based learning enhances nursing students' ability to engage in self-directed learning and improves their performance in midterms and finals, thereby fostering the development of comprehensive competence. [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]

Copyright of Journal of Nursing Effect / Etkili Hemşirelik Dergisi is the property of Dokuz Eylul Universitesi Hemsirelik Fakultesi Elektronik Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores teams engaged in student-to-student collaborative test-taking. Participants were undergraduate students enrolled in 16-week Team-Based Learning (TBL) course who completed the Readiness Assurance Process four times throughout the semester. A mixed-methods approach incorporated the transcription of intragroup dialogue coded to measure the amount of verbal communication, nonevidence, evidence, and process dialogue to then quantitatively analyze how student ability influenced students' collaborative test-taking interactions. Results demonstrate high-ability members' contributions in talk time, evidence, and nonevidence to team conversation. Low-ability members' offered similar contributions to test functionality process dialogue. Findings suggest intragroup communication plays a vital role in TBL, particularly in terms of how member ability enhances and detracts from discourse and accountability. The implications indicate that team members must feel empowered to communicate with peers to enhance team decision-making, and educators play a critical role in framing team discussions for collaborative test-taking when using TBL. [ABSTRACT FROM AUTHOR]

Active learning is a paradigm where students take a more active role in their learning process. In this paper, two team-based evaluation activities are established for students according to the principles of active learning in order to assess their knowledge, skills and attitudes. These activities were based on scenarios related to network administration issues, and at a later stage, each team had to make a pitch presentation about what they did and how they did it to address them. Each presentation was rated by all students with a specific construct on a peer review basis, which had previously been validated by a panel of experts. The results obtained revealed quite high values with low variability and an acceptable reliability. Additionally, the level of motivation was also assessed, indicating a high level of motivation while undertaking the activities. [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]

Copyright of Journal of Taibah University Medical Sciences is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background A new programme incorporating online study days delivered using team-based learning (TBL) for hospital-based trainee pharmacists (TPs) in the North of England was created. To our knowledge, TBL has not previously been used in educational programmes for TPs designed to supplement their workplace learning. The project aimed to investigate the experiences of TPs learning using online TBL by exploring their perceptions on their engagement, learning, and satisfaction with TBL. Method Data were collected using online anonymous surveys at the end of four online TBL study days. A bespoke survey consisted of 5-point or 4-point Likert scale and two free text questions. TBL Student Assessment Instrument (SAI), a validated survey, was used to assess TPs' acceptance of TBL. Survey data was summarized descriptively, and free text comments analysed using thematic analysis. Results TPs developed accountability to their team, remained engaged with TBL delivery online and stated a preference for and satisfaction with this method. TPs valued opportunities to apply their knowledge in challenging scenarios and learn from discussions with their peers, the larger group, and facilitators. TBL was also perceived to be an engaging approach to learning and helped to maintain their interest with the teaching material. However, TPs struggled to engage with pre-work outside of the class due to competing work priorities. Discussion This study shows that online TBL was well accepted by TPs and can be successfully used to deliver education to large cohorts of learners. The model developed shows potential for scalability to larger numbers of learners. [ABSTRACT FROM AUTHOR]

Although combining case study teaching with group learning is a popular approach for teaching business courses, pedagogical challenges arise, particularly in undergraduate classes. To address these challenges, we developed an instructional innovation called the T eam- B ased L earning and E valuation (TaBLE) Case Method, which increased student engagement and deepened learning in an undergraduate introductory management course. The TaBLE Case Method is built upon specific principles of team-based learning, and comprises phases that meld together individual preparation and group participation before, during and after class. Our evaluation of the TaBLE Case Method highlights how it enhances group learning by: increasing student motivation to prepare, attend and engage; creating individual accountability for group goals; fostering critical thinking and creative debate; and making theory-practice links more visible. We also discuss the method's "shadowsides" and limitations, and provide guidance on how the method can be adapted for a variety of class sizes and delivery modes. [ABSTRACT FROM AUTHOR]

The primary goal of pharmacology teaching is to prepare medical students to prescribe medications both safely and efficiently. At the Utrecht University Medical School, pharmacology is integrated into the three-year bachelor's curriculum, primarily through large group sessions with limited interaction. A recent evaluation highlighted students' appreciation for pharmacology teaching, but students admitted to attending these teaching moments unprepared, resulting in passive learning. To address this, team-based learning (TBL) was implemented to facilitate learning through interaction, critical thinking, problem solving and reflection through six steps, from superficial to deeper cognitive learning. This study, conducted over two academic years, assessed students' perception and performance regarding TBL. Analysis of a digital questionnaire using a 5-point Likert scale showed high student satisfaction with TBL as a teaching methodology. However, confidence in pharmacology knowledge following TBL was moderate. TBL attendees outperformed non-attendees in pharmacology-related exam questions, indicating that TBL has a positive impact on student performance. We conclude that TBL is an engaging and effective method for pharmacology education, positively influencing student learning and performance. This method could be broadly applied for teaching pharmacology within the medical curriculum or other biomedical programs. [ABSTRACT FROM AUTHOR]

In an online environmental health course, undergraduate students worked in teams of five and were immersed in a team-based climate change case study set in the Amazon rainforest. Each student was assigned a character role—a logger, a farmer, a conservation biologist, an environmental activist, and a policymaker. We aimed to understand whether student character assignments influenced their climate change knowledge, environmental concern, and connection to nature. Regression models were generated to test for differences in the outcome variables between characters at pre- and post-test. We observed higher gains in the nature relatedness scores for students assigned the logger role. After controlling for previous climate change knowledge, first-generation college students had lower climate change knowledge at the end of the course compared to non-first-generation students, but low-income students had higher climate change knowledge at the end of the course compared to non-low-income students. Environmental concern had no change over the term; scores were high during the pre- and post-survey for all students. There may be potential to develop a connection to nature by assigning students to play specific characters. Also, despite ongoing work to support first-generation college students, there remain opportunities to develop academic support programs for these students. [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]

Small group, active learning strategies have increased student achievement, attendance, engagement, and overaillearning outcomes. Peer assessment is an important aspect of team pedagogy. It increases individual accountability, improves team functioning, and contributes to a sense of belonging among teammates. However, perceptions of unfairness undermine many positive outcomes of team learning and peer assessment. Students worry that their peers are not impartial raters; indeed, research has shown that they are not. However, a broad investigation of bias is needed. Specifically, there is little peer assessment data that cuts across classes, departments, and academic fields, as this information tends to be challenging to collect into a single dataset. This project aimed to explore bias in peer assessment from multiple perspectives through a literature review, surveys of students and instructors, and an analysis of peer assessment ratings given and received. The first study broadly asked instructors about the occurrence of bias in their classrooms and actions to mitigate it. The second study asked students about their peer assessment experiences and perceived biases. The third study analyzed over 20,000 peer assessment ratings to investigate bias. Both instructors and students detailed bias in their classrooms and with assessments. Evidence of bias was shown in the peer assessment scores, which student achievement cannot fully explain. The results demonstrated that the experiences of women and students of color in these classrooms differ from those of their peers regarding assessment. By understanding where and how bias occurs in peer assessment, training can be designed to target problem areas and improve the fairness of assessment directly. This could ensure that the positive outcomes associated with learning teams are shared among all students. [ABSTRACT FROM AUTHOR]

The aim of this study was to evaluate an interuniversity competition online to learn radiology held in a 3-D virtual world, the Second Life metaverse, by analyzing the results of the game and students' perceptions. Medical students voluntarily participated in teams of four, for 6 weeks, successively covering radiologic anatomy and radiologic semiology of the chest, abdomen, and musculoskeletal. Each week, participants had 4.5 days to study self-learning presentations and 2.5 days to complete an individual multiple-choice test and a team task, the results of which determined the game's ranking. Participants were asked to complete a cognitive-load test, a perception questionnaire, and a postexposure knowledge test. The competition was repeated for 2 years (editions), in 2020 and 2021. Seventy-five of 102 teams (73.5%) registered completed the game; 76% of them included third-year students. The average percentage of correct answers in the individual tests and team tasks was 74.2 ± 15.1 and 71.6 ± 14.7 respectively, without significant differences between both competitions. In general, the experience was valued positively (scores >8 on a 10-point scale). A lower perception score was found in 2021 among students from universities other than the organizing university, showing a positive correlation with the in-game score. An interuniversity competition in the Second Life metaverse for undergraduate learning radiology is feasible and reproducible. Participating medical students considered it interesting and useful and also identified this activity during the 2 years of the coronavirus disease 2019 pandemic as a playful learning and social interaction experience. [Display omitted] [ABSTRACT FROM AUTHOR]

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The COVID-19 pandemic caused a sudden shift to virtual platforms. Physical distance and limited experience with both synchronous and asynchronous teamwork at work and school hampered problem-solving and the development of critical thinking skills. Under these circumstances, the implementation of team-based and problem-based learning (TBL, PBL, respectively) required a reevaluation of how teams collaborate and engage in problem-solving remotely. The research team conducted a systematic review to identify health services studies, themes, and attributes of learning initiatives associated with the success of TBL and PBL conducted during the COVID-19 pandemic. This systematic review was conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines. The review results identified three themes associated with TBL and PBL learning initiatives in health services: (1) TBL and PBL have transformed health services education with modified TBL (mTBL) and modified PBL (mPBL) as the new norms; (2) the amplification of age-appropriate principles for professional motivation in healthcare; and (3) active learning impacts practical abilities for professional success and future leadership roles. The pandemic underscored the importance of flexibility, resilience, and innovation in TBL and PBL approaches in health services education. Despite the superiority of mPBL and mTBL, the barriers to implementation and student acceptance of active learning include inadequate resource and space allocation, and student preferences for passive, traditional lecture. Further, online learning required increased facilitator training, administration time, and time to provide feedback. [ABSTRACT FROM AUTHOR]

Team-based learning (TBL) has gained significant popularity in higher education. Despite its widespread adoption, there is a lack of comprehensive understanding of the current state of TBL research. Hence, we conducted a bibliometric analysis to address this gap, reviewing 692 papers from the Web of Science database. The study revealed a notable increase in TBL research, with a peak of 87 publications in 2021. The United States emerged as the leading contributor, with medical and nursing education being the most prominent research areas. Specialized journals played a significant role in disseminating TBL research. Key themes, including TBL outcomes, non-technical competencies, and implementation principles, were identified. Moreover, it highlighted a growing interest in applying TBL in interprofessional education and formative assessment. The findings suggest the need to establish priorities and expand TBL research beyond health professions education to other fields. This study provides valuable insights into the current landscape of TBL research and offers directions for future investigations.