Cargando…

A comparison of team-based learning and lecture-based learning on clinical reasoning and classroom engagement: a cluster randomized controlled trial

BACKGROUND: The lecture-based learning (LBL) implemented in most Indonesian nursing/midwifery schools underlies the students’ lack of ability in clinical reasoning. Team-based learning (TBL) was proposed to improve the students’ ability in clinical reasoning as it is applying a course concept of rea...

Descripción completa

Detalles Bibliográficos
Autores principales:	Ulfa, Yunefit, Igarashi, Yukari, Takahata, Kaori, Shishido, Eri, Horiuchi, Shigeko
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	BioMed Central 2021
Materias:	Research
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8379851/ https://www.ncbi.nlm.nih.gov/pubmed/34419030 http://dx.doi.org/10.1186/s12909-021-02881-8

Ejemplares similares

Effects of team‐based learning about postpartum haemorrhage on learning outcomes and experience of midwifery students in Indonesia: A pilot study
por: Ulfa, Yunefit, et al.
Publicado: (2020)

Early initiation of breastfeeding up to six months among mothers after cesarean section or vaginal birth: A scoping review
por: Ulfa, Yunefit, et al.
Publicado: (2023)

Changes in salivary oxytocin levels and bonding disorder in women from late pregnancy to early postpartum: A pilot study
por: Shishido, Eri, et al.
Publicado: (2019)

Cognitive engagement in the problem-based learning classroom
por: Rotgans, Jerome I., et al.
Publicado: (2011)

Oxytocin changes in women with emergency cesarean section: Association with maternal blues by delivery mode
por: Shishido, Eri, et al.
Publicado: (2023)

Team-based learning versus interactive lecture in achieving learning outcomes and improving clinical reasoning skills: a randomized crossover study
por: Imran, Muhammad, et al.
Publicado: (2022)

Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students
por: Ding, Chun, et al.
Publicado: (2019)

Experiences of women with hypertensive disorders of pregnancy: a scoping review
por: Sakurai, Sachiko, et al.
Publicado: (2022)

Updated Decision Aid Enabling Women to Choose between with or without Epidural Analgesia during Childbirth, and Confirmation of Validity
por: Shishido, Eri, et al.
Publicado: (2023)

Team-Based Learning and Lecture-Based Learning: Comparison of Sudanese Medical Students’ Performance
por: Salih, Karim Eldin M A, et al.
Publicado: (2021)

A Decision Aid for Postpartum Adolescent Family Planning: A Quasi-Experimental Study in Tanzania
por: Mushy, Stella E., et al.
Publicado: (2023)

The effects of technology on incarcerated student motivation and engagement in classroom-based learning
por: Badejo, Johannes Adedokun, et al.
Publicado: (2022)

Flipped classroom with teams-based learning in emergency higher education: methodology and results
por: Antonis, Konstantinos, et al.
Publicado: (2022)

The application of flipped classroom combined with team-based learning in the orthopedic clinical teaching
por: Shuai, Liang, et al.
Publicado: (2023)

Classroom Response System in a Super-Blended Learning and Teaching Model: Individual or Team-Based Learning?
por: Malekigorji, Maryam, et al.
Publicado: (2020)

Team-based learning versus Traditional lecture-based learning: An investigation of students’ perceptions and academic achievements
por: Nawabi, Shazia, et al.
Publicado: (2021)

Does Team Based Learning (TBL) in the Pharmacy Classroom Foster Leadership Skills in the Workplace?
por: Haight, Robert C., et al.
Publicado: (2022)

Postpartum Green Star family planning decision aid for pregnant adolescents in Tanzania: a qualitative feasibility study
por: Mushy, Stella E., et al.
Publicado: (2021)

Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning
por: Kang, Hee Young, et al.
Publicado: (2021)

The Role of Experiential Learning on Students’ Motivation and Classroom Engagement
por: Kong, Yangtao
Publicado: (2021)

Bimodal Learning Engagement Recognition from Videos in the Classroom
por: Hu, Meijia, et al.
Publicado: (2022)

Immigrants’ Experiences of Maternity Care in Japan
por: Igarashi, Yukari, et al.
Publicado: (2013)

Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials
por: Zhang, Qin, et al.
Publicado: (2023)

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship
por: Tang, Fen, et al.
Publicado: (2017)

The effects of team-based learning techniques on nursing students’ perception of the psycho-social climate of the classroom
por: Koohestani, Hamid Reza, et al.
Publicado: (2016)

Effect of a decision aid on the choice of pregnant women whether to have epidural anesthesia or not during labor
por: Shishido, Eri, et al.
Publicado: (2020)

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction
por: Jafari, Zahra
Publicado: (2014)

Interprofessional team-based learning (TBL): how do students engage?
por: Burgess, Annette, et al.
Publicado: (2020)

Oxytocin levels in low-risk primiparas following breast stimulation for spontaneous onset of labor: a quasi-experimental study
por: Takahata, Kaori, et al.
Publicado: (2019)

Changes in the cortisol and oxytocin levels of first-time pregnant women during interaction with an infant: a randomized controlled trial
por: Sonoda, Nozomi, et al.
Publicado: (2021)

Changes in Salivary Oxytocin Level of Term Pregnant Women after Aromatherapy Footbath for Spontaneous Labor Onset: A Non-Randomized Experimental Study
por: Tadokoro, Yuriko, et al.
Publicado: (2023)

A longitudinal study of the association of epidural anesthesia and low-dose synthetic oxytocin regimens with breast milk supply and breastfeeding rates
por: Takahata, Kaori, et al.
Publicado: (2023)

Classroom perception in higher education: The impact of spatial factors on student satisfaction in lecture versus active learning classrooms
por: Jin, Shitao, et al.
Publicado: (2022)

A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes
por: Bleske, Barry E., et al.
Publicado: (2018)

Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
por: Deslauriers, Louis, et al.
Publicado: (2019)

Comparison of Problem-based Learning With Lecture-based Learning
por: Khoshnevisasl, Parisa, et al.
Publicado: (2014)

Storytelling as an Active Learning Tool to Engage Students in a Genetics Classroom
por: Moitra, Karobi
Publicado: (2014)

Establishment of an Engaged and Active Learning Community in the Biology Classroom and Lab with Discord
por: Wiles, Amy M., et al.
Publicado: (2022)

Effects of additional team-based learning on students’ clinical reasoning skills: a pilot study
por: Jost, Meike, et al.
Publicado: (2017)

Promoting Pre-service Teacher Students’ Learning Engagement: Design-Based Research in a Flipped Classroom
por: Gu, Jianjun, et al.
Publicado: (2022)

Cannot write session to /tmp/vufind_sessions/sess_326rvqaqdp22epf95uk3slv75a