Online Physiology Practice with Team-Based Learning During the COVID-19 Pandemic

Yuki Fujiwara,1 Izuki Amano,1 Sumiyasu Ishii,1,2 Mikiko Kishi,3 Noriyuki Koibuchi1 1Department of Integrative Physiology, Gunma University Graduate School of Medicine, Maebashi, Gunma, Japan; 2Niigata College of Nursing, Joetsu, Niigata, Japan; 3Department of Medical Education and Development, Gunma University Graduate School of Medicine, Maebashi, Gunma, JapanCorrespondence: Noriyuki Koibuchi, Department of Integrative Physiology, Gunma University Graduate School of Medicine, 3-39-22 Showa-machi, Maebashi, Gunma, 371-8511, Japan, Tel +81-27-220-7923, Fax +81-27-220-7926, Email nkoibuch@gunma-u.ac.jpBackground: The spread of the coronavirus disease (COVID-19) has significantly affected medical education. In particular, conducting practical training in a face-to-face format has become difficult.Purpose: To address this problem, online physiology practice combined with team-based learning (TBL) for deep learning of renal physiology was conducted among second-year medical students.Participants and Methods: The experiment was performed by a group of students, while other students watched online. After the experiment, all students were grouped using breakout rooms. Following a discussion of the data, a clinical case study related to the experiment was conducted using TBL. To examine the effect of online practice in a case study under TBL, the participants completed an anonymous, open-ended, web-based questionnaire after the program, enabling us to compare their expectations and satisfaction. The questionnaire consisted of questions examining students’ opinions on the appropriateness of online practice, degree of understanding, ease of asking questions, time efficiency, and the usefulness of case studies using TBL.Results: There was no change in the number of students who participated in the online practice before and after class. After class, more students considered the level of understanding easier and displayed better on-time efficiency than with regular face-to-face training. However, these questions are difficult to answer.Conclusion: Online-based physiology practice combined with clinical case studies under TBL helped maintain students’ expectations and satisfaction with the training.Keywords: online education, physiology practice, team-based learning, COVID-19, practical training