Doshi Neena Piyush
Department of Pathology, GMERS Medical College and General Hospital, Vadodara, Gujarat, India.
Asian J Transfus Sci. 2017 Jul-Dec;11(2):87-94. doi: 10.4103/ajts.AJTS_123_16.
Team-based learning (TBL) combines small and large group learning by incorporating multiple small groups in a large group setting. It is a teacher-directed method that encourages student-student interaction. This study compares student learning and teaching satisfaction between conventional lecture and TBL in the subject of pathology.
The present study is aimed to assess the effectiveness of TBL method of teaching over the conventional lecture.
The present study was conducted in the Department of Pathology, GMERS Medical College and General Hospital, Gotri, Vadodara, Gujarat. The study population comprised 126 students of second-year MBBS, in their third semester of the academic year 2015-2016.
"Hemodynamic disorders" were taught by conventional method and "transfusion medicine" by TBL method. Effectiveness of both the methods was assessed. A posttest multiple choice question was conducted at the end of "hemodynamic disorders." Assessment of TBL was based on individual score, team score, and each member's contribution to the success of the team. The individual score and overall score were compared with the posttest score on "hemodynamic disorders." A feedback was taken from the students regarding their experience with TBL.
Tukey's multiple comparisons test and ANOVA summary were used to find the significance of scores between didactic and TBL methods. Student feedback was taken using "Student Satisfaction Scale" based on Likert scoring method.
The mean of student scores by didactic, Individual Readiness Assurance Test (score "A"), and overall (score "D") was 49.8% (standard deviation [SD]-14.8), 65.6% (SD-10.9), and 65.6% (SD-13.8), respectively. The study showed positive educational outcome in terms of knowledge acquisition, participation and engagement, and team performance with TBL.
基于团队的学习（TBL）通过在大组环境中纳入多个小组，将小组学习和大组学习相结合。它是一种教师指导的方法，鼓励学生之间的互动。本研究比较了病理学课程中传统讲座教学与TBL教学中学生的学习情况和教学满意度。
本研究旨在评估TBL教学方法相对于传统讲座教学的有效性。
本研究在古吉拉特邦瓦多达拉市戈特里的GMERS医学院和综合医院病理学系进行。研究对象为2015 - 2016学年第三学期的126名二年级医学学士学生。
采用传统方法讲授“血液动力学障碍”，采用TBL方法讲授“输血医学”。评估两种方法的有效性。在“血液动力学障碍”课程结束时进行了后测多项选择题。对TBL的评估基于个人得分、团队得分以及每个成员对团队成功的贡献。将个人得分和总分与“血液动力学障碍”的后测得分进行比较。收集了学生对他们TBL体验的反馈。
使用Tukey多重比较检验和方差分析汇总来确定讲授法和TBL方法得分之间的显著性。使用基于李克特评分法的“学生满意度量表”收集学生反馈。
讲授法、个人准备度保证测试（得分“A”）和总分（得分“D”）的学生平均得分分别为49.8%（标准差[SD] - 14.8）、65.6%（SD - 10.9）和65.6%（SD - 13.8）。该研究表明，在知识获取、参与度和团队表现方面，TBL取得了积极的教育成果。
