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Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study

BACKGROUND: We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. METHODS: We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year med...

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Autores principales: Zeng, Rui, Xiang, Lian-rui, Zeng, Jing, Zuo, Chuan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Dove Medical Press 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5352152/
https://www.ncbi.nlm.nih.gov/pubmed/28331383
http://dx.doi.org/10.2147/AMEP.S127626
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author Zeng, Rui
Xiang, Lian-rui
Zeng, Jing
Zuo, Chuan
author_facet Zeng, Rui
Xiang, Lian-rui
Zeng, Jing
Zuo, Chuan
author_sort Zeng, Rui
collection PubMed
description BACKGROUND: We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. METHODS: We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. RESULTS: There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. CONCLUSION: Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting.
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spelling pubmed-53521522017-03-22 Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study Zeng, Rui Xiang, Lian-rui Zeng, Jing Zuo, Chuan Adv Med Educ Pract Original Research BACKGROUND: We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. METHODS: We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. RESULTS: There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. CONCLUSION: Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting. Dove Medical Press 2017-03-09 /pmc/articles/PMC5352152/ /pubmed/28331383 http://dx.doi.org/10.2147/AMEP.S127626 Text en © 2017 Zeng et al. This work is published and licensed by Dove Medical Press Limited The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed.
spellingShingle Original Research
Zeng, Rui
Xiang, Lian-rui
Zeng, Jing
Zuo, Chuan
Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study
title Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study
title_full Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study
title_fullStr Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study
title_full_unstemmed Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study
title_short Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study
title_sort applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study
topic Original Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5352152/
https://www.ncbi.nlm.nih.gov/pubmed/28331383
http://dx.doi.org/10.2147/AMEP.S127626
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