Department of Restorative Dentistry, College of Dentistry, University of Sharjah, PO Box 27272, United Arab Emirates.
J Dent Educ. 2013 Mar;77(3):351-7.
The purpose of this article is to describe the implementation of a team-based learning (TBL) approach in a removable denture prosthesis (RDP) module and present the results of students' performance in individual and group TBL activities and exam scores, students' experience with TBL and end of course evaluations, and faculty feedback. Course material at the College of Dentistry, University of Sharjah, United Arab Emirates, was transformed into seven conventional lectures and seven TBL sessions. Each TBL session consisted of pre-assigned reading (self-directed learning), in-class individual and group readiness tests (accountability), team problem-solving of patient RDP cases, and faculty-led class discussion (knowledge application). The course was assessed through scores from TBL session activities and course examinations, student satisfaction survey, and faculty feedback. Course grades were found to be higher using the TBL method then the traditional lecture-based method. Student evaluation data and faculty response indicated strong support for TBL as it was implemented in the course. The faculty noted a higher level of student engagement with team learning than in conventional class lecturing. TBL is an active-learning instructional strategy for courses with high student-to-faculty ratios. This approach provides regular feedback and the opportunity for students to develop higher reasoning skills.
本文旨在描述在可摘义齿修复学模块中实施以团队为基础的学习（TBL）方法，并展示学生在个人和小组 TBL 活动以及考试成绩、学生对 TBL 的体验和课程结束评估以及教师反馈方面的表现。阿拉伯联合酋长国沙迦大学牙科学院的课程材料被转化为七节传统讲座和七节 TBL 课程。每个 TBL 课程都包括预先分配的阅读（自主学习）、课堂个人和小组准备测试（责任制）、团队解决患者 RDP 案例以及教师主导的课堂讨论（知识应用）。该课程通过 TBL 课程活动和课程考试的成绩、学生满意度调查和教师反馈进行评估。使用 TBL 方法的课程成绩高于传统的基于讲座的方法。学生评估数据和教师的反馈表明，TBL 得到了大力支持，因为它在课程中得到了实施。教师注意到学生在团队学习中的参与度比传统的课堂教学更高。TBL 是一种适用于学生与教师比例较高的课程的主动学习教学策略。这种方法提供了定期的反馈，并为学生提供了发展更高推理技能的机会。
