基于讲座式与翻转式团队学习课程交付方式的长期知识保留情况比较。

Comparison of long-term knowledge retention in lecture-based versus flipped team-based learning course delivery.

作者信息

Taglieri Catherine, Schnee David, Dvorkin Camiel Lana, Zaiken Kathy, Mistry Amee, Nigro Stefanie, Tataronis Gary, Patel Dhiren, Jacobson Susan, Goldman Jennifer

机构信息

Assistant Professor of Pharmacy Practice MCPHS University, 179 Longwood Ave., Boston, MA 02115, United States.

Associate Professor of Pharmacy Practice MCPHS University, 179 Longwood Ave Boston, MA 02115, United States.

出版信息

Curr Pharm Teach Learn. 2017 May;9(3):391-397. doi: 10.1016/j.cptl.2017.01.007. Epub 2017 Apr 5.

DOI:10.1016/j.cptl.2017.01.007

PMID:29233276

Abstract

OBJECTIVES

To determine whether team based learning (TBL) is superior to traditional lecture -based learning in confidence and knowledge retention one year later.

DESIGN

A survey was administered 17 months after a completion of a required over-the-counter /self-care (OTC) course to two different cohorts of students. The survey assessed confidence and knowledge related to OTC topics. The lecture group had a traditional lecture based classroom experience; the intervention group experienced a TBL format throughout the entire course.

ASSESSMENT

One hundred forty-seven students of 283 enrolled (51.9%) in the lecture group and 222 of 305 (72.8%) students in the TBL group participated in the knowledge assessment and survey. Demographic data including student grade point averages (GPA) and confidence were similar in both groups. Mean assessment scores (±SD) on OTC knowledge was significantly higher in the traditional lecture based group versus the TBL group; 62.9±19.3 vs. 54.9±15.7 (p=0.001).

CONCLUSION

Although TBL is thought to improve student engagement and mastery of material, after an initial implementation of TBL, knowledge retention in the long term appears to be lower than lecture based learning.

摘要

目的

确定基于团队的学习（TBL）在一年后于自信心和知识保留方面是否优于传统的基于讲座的学习。

设计

在完成一门必修的非处方/自我护理（OTC）课程17个月后，对两组不同的学生进行了一项调查。该调查评估了与OTC主题相关的自信心和知识。讲座组有基于传统讲座的课堂体验；干预组在整个课程中采用TBL形式。

评估

讲座组283名注册学生中有147名（51.9%），TBL组305名学生中有222名（72.8%）参与了知识评估和调查。两组的人口统计学数据包括学生平均绩点（GPA）和自信心相似。基于传统讲座的组在OTC知识方面的平均评估得分（±标准差）显著高于TBL组；62.9±19.3对54.9±15.7（p = 0.001）。