Ghorbani Naghme, Karbalay-Doust Saied, Noorafshan Ali
Histomorphology & Stereology Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
Sultan Qaboos Univ Med J. 2014 Feb;14(1):e120-5. doi: 10.12816/0003345. Epub 2014 Jan 27.
Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method.
This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores.
Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam.
The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.
基于团队的学习（TBL）在医学领域用于在小组中实施互动学习。解剖学的学习及其后续应用要求学生回忆大量的事实性内容。本研究的目的是通过TBL媒介与传统讲授法相比较，评估学生在解剖学学习中的满意度、参与度和知识收获。
本研究于2012年2月至6月进行，纳入了设拉子医科大学康复科学学院的30名物理治疗专业学生。对经典的TBL技术进行了修改，以涵盖物理治疗课程第一年的下肢解剖学主题。解剖学讲座被TBL取代，这需要准备指定内容、特定讨论主题、个人自我评估测试（IRAT）以及对讨论主题进行分析。然后各小组作为一个整体重新进行评估测试（GRAT）。课程的前八周采用传统的讲授式教学，而后八周采用修改后的TBL方法。学生通过问卷调查对这些课程进行评估。使用包括IRAT、GRAT和期末考试成绩在内的数值数据来确定TBL对学生参与度和学业成绩的影响。
根据李克特量表，学生对TBL教学的满意度更高。此外，与基于讲座的期中考试相比，基于TBL的期末考试成绩更高。
学生的反馈表明，TBL技术可以单独使用或与传统讲授式教学结合使用，以便更有效地教授解剖学。
