Akdeniz University, Turkey.
Nurs Ethics. 2019 May;26(3):903-913. doi: 10.1177/0969733017731916. Epub 2017 Sep 25.
Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education.
Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner engagement, and learner reactions?
This was a prospective controlled follow-up study. We changed lecture with team-based learning method to teach four topics in a 2-week medical ethics clerkship, while the remaining topics were taught by lectures. For comparison, we formed team-based learning and lecture groups, in which the students and instructor are the same, but the topics and teaching methodologies are different. We determined in-class learner engagement by direct observation and student satisfaction by feedback forms. Student success for team-based learning and lecture topics in the end-of-clerkship exam and two retention tests performed 1 year and 2 years later were compared.
Ethical approval for the study was granted by Akdeniz University Board of Ethics on Noninvasive Clinical Human Studies Ethics committee.
Short-term knowledge retention did not differ; however, team-based learning was found superior to lecture at long-term retention tests. Student satisfaction was high with team-based learning and in-class engagement was better in team-based learning sessions.
Our results on learner engagement and satisfaction with team-based learning were similar to those of previous reports. However, knowledge retention results in our study were contrary to literature. The reason might be the fact that students prepared for the end-of-clerkship pass/fail exam (short term) regardless of the teaching method. But, at long-term retention tests, they did not prepare for the exam and answered the questions just using the knowledge retained in their memories.
Our findings suggest that team-based learning is a better alternative to lecture to teach ethics in medical education.
医学教育文献表明，医学伦理教育应该以学习者为中心、基于问题，而不是基于理论。团队学习是实现这一建议的一种合适方法。然而，在医学伦理教育中，其效果并没有得到充分的研究。
团队学习在医学伦理教育方面，在知识保留、课堂学习者参与度和学习者反应方面是否有效？
这是一项前瞻性对照随访研究。我们将以团队学习的方法代替讲座，在为期两周的医学伦理学实习中教授四个主题，而其余的主题则通过讲座教授。为了进行比较，我们组成了团队学习组和讲座组，学生和教师相同，但主题和教学方法不同。我们通过直接观察确定课堂学习者参与度，通过反馈表确定学生满意度。比较团队学习和讲座主题在实习结束考试以及 1 年后和 2 年后两次保留测试中的成绩。
该研究的伦理批准由阿克登兹大学非侵入性临床人类研究伦理委员会授予。
短期知识保留没有差异；然而，团队学习在长期保留测试中优于讲座。学生对团队学习的满意度很高，课堂参与度在团队学习中更好。
我们关于学习者参与度和对团队学习的满意度的结果与之前的报告相似。然而，我们的研究结果与文献中的知识保留结果相反。原因可能是学生无论教学方法如何，都为实习结业的及格/不及格考试（短期）做准备。但是，在长期保留测试中，他们没有为考试做准备，只是根据记忆中保留的知识回答问题。
我们的研究结果表明，团队学习是医学教育中教授伦理学的一种优于讲座的替代方法。
