Faezi Seyedeh Tahereh, Moradi Kamran, Ghafar Rahimi Amin Ali, Akhlaghi Massoomeh, Keshmiri Fatemeh
Rheumatology Research Center, Tehran University of Medical Sciences, Tehran, Iran.
Evidence-Based Medicine and Critical Thinking Group, Endocrine and Metabolism Research Insti-tute, Shariati Hospital, Tehran University of Medical Sciences, Tehran, Iran.
J Adv Med Educ Prof. 2018 Jan;6(1):22-30.
We evaluated the effects of implementing Team-Based Learning (TBL) on student engagement, accountability, satisfaction, and preference for lecture or team-based learning. Moreover, we assessed the effect of TBL on knowledge retention and application over time through short answer questions based on clinical scenarios addressing history taking and diagnosis skills in medical students.
The study was conducted in a quasi-experimental design. The study population were all of the third-year medical students (n = 84) participating in a course of rheumatology in Shariati Hospital, which is a teaching hospital affiliated to Tehran University of Medical Sciences. We compared TBL with the conventional lecture-based method. The assessments were performed after implementation of TBL by the Classroom Engagement Survey (CES) and Team-Based Learning Student Assessment Instrument (TBL-SAI). The assessment for application of knowledge was conducted in 3 time-points through short answer questions on rheumatic diseases. The comparison of results was made by Student's t-test and repeated-measures analysis of variance (RM-ANOVA) using SPSS software, version 16.
The CES scores indicated a high level of engagement in TBL (Mean±SD=26.7±3.70, p=0.0001) but not in the lecture-based sessions (Mean±SD=23.80±4.35, p=0.09). The total mean score (SD) for TBL-SAI was 159.68 (14.14) for TBL sessions indicating a favorable outcome (p=0.0001). The student scores obtained from the short answer questions showed that over time the students' scores had declined significantly less for the TBL sessions in comparison to the lecture-based sessions, F (2, 166) = 4.624, p=0.011.
The results indicated higher student engagement, satisfaction and long term learning by TBL.
我们评估了实施基于团队的学习（TBL）对学生参与度、责任感、满意度以及对讲座式学习或基于团队的学习的偏好的影响。此外，我们通过基于临床情景的简答题评估了TBL对医学生病史采集和诊断技能方面知识随时间的保留和应用的影响。
本研究采用准实验设计。研究对象为所有参加设拉子医院风湿病课程的三年级医学生（n = 84），设拉子医院是德黑兰医科大学附属的教学医院。我们将TBL与传统的基于讲座的方法进行比较。通过课堂参与度调查（CES）和基于团队的学习学生评估工具（TBL-SAI）在实施TBL后进行评估。通过关于风湿性疾病的简答题在3个时间点进行知识应用评估。使用SPSS软件16版通过学生t检验和重复测量方差分析（RM-ANOVA）对结果进行比较。
CES分数表明TBL中的参与度较高（均值±标准差=26.7±3.70，p = 0.0001），而基于讲座的课程中的参与度不高（均值±标准差=23.80±4.35，p = 0.09）。TBL课程的TBL-SAI总平均分数（标准差）为159.68（14.14），表明结果良好（p = 0.0001）。从简答题获得的学生分数表明，随着时间的推移，与基于讲座的课程相比，TBL课程中学生的分数下降明显更少，F（2, 166） = 4.624，p = 0.011。
结果表明TBL能提高学生的参与度、满意度和长期学习效果。
