Department of Medical Education, The Brain Korea 21 Project, Center for Biomedical Human Resources, Chonnam National University Medical School, Republic of Korea.
Med Teach. 2009 Nov;31(11):1013-7. doi: 10.3109/01421590802590553.
Although now an important aspect of medical education, teaching medical ethics presents challenges, including a perceived lack of value or relevance by students and a dearth of effective teaching methods for faculty. Team-based learning (TBL) was introduced into our medical ethics course to respond to these needs.
We evaluated the impact of TBL on student engagement and satisfaction and assessed educational achievements.
The medical ethics education using TBL consisted of four 2 h sessions for first-year medical students of Chonnam National University Medical School. The impact of TBL on student engagement and the educational achievements was based on numerical data, including scores from IRAT, GRAT, application exercise and final examination, and the students' perception of medical ethics education using TBL.
Most students perceived TBL activities to be more engaging, effective and enjoyable than conventional didactics. The GRAT scores were significantly higher than the IRAT scores, demonstrating the effect of cooperative learning. In addition, TBL improved student performance, especially that of academically weaker students.
The application of TBL to medical ethics education improved student performance and increased student engagement and satisfaction. The TBL method should be considered for broader application in medical education.
尽管医学伦理教育现在是医学教育的一个重要方面，但它也带来了一些挑战，包括学生认为其缺乏价值或相关性，以及教师缺乏有效的教学方法。团队学习（TBL）被引入我们的医学伦理学课程，以应对这些需求。
我们评估了 TBL 对学生参与度和满意度的影响，并评估了教育成果。
TBL 用于全南国立大学医学院一年级医学生的医学伦理学教育包括四个 2 小时的课程。TBL 对学生参与度和教育成果的影响是基于包括 IRAT、GRAT、应用练习和期末考试成绩在内的数字数据，以及学生对 TBL 医学伦理教育的看法。
大多数学生认为 TBL 活动比传统教学更具吸引力、更有效、更有趣。GRAT 分数明显高于 IRAT 分数，这表明合作学习的效果。此外，TBL 提高了学生的表现，尤其是成绩较弱的学生。
将 TBL 应用于医学伦理学教育提高了学生的表现，增加了学生的参与度和满意度。TBL 方法应该在医学教育中得到更广泛的应用。
