Kazory Amir, Zaidi Zareen
From the Divisions of Nephrology, Hypertension, and Renal Transplantation, and General Internal Medicine, University of Florida, Gainesville.
South Med J. 2018 Sep;111(9):525-529. doi: 10.14423/SMJ.0000000000000865.
Team-based learning (TBL) is an active learning strategy that is used increasingly in medical education to promote critical thinking, knowledge application, teamwork, and collaboration. The aim of this study was to assess the students' perspective on the utility of TBL compared with traditional lectures.
We used a validated TBL student assessment instrument comprising three subscales studying accountability, preference for lecture or TBL, and student satisfaction. First-year medical students enrolled at the University of Florida College of Medicine in spring semester 2016 were asked to complete the questionnaire.
The response rate was 50% (70/138). Although 81% of students reported that they had to prepare before TBL and believed they had to contribute to the learning of their team, only 52% believed that they were accountable for team learning. The majority believed that TBL activities are an effective approach to learning (74%), with 78% agreeing that TBL activities helped them recall information. Fewer than half (45%), however, believed that TBL helped improve their grades.
Students reported a preference and satisfaction with TBL over traditional lectures, but a mixed response was noted on the questions pertaining to accountability for team learning.
基于团队的学习（TBL）是一种主动学习策略，在医学教育中越来越多地被用于促进批判性思维、知识应用、团队合作及协作。本研究的目的是评估学生对TBL相较于传统讲座实用性的看法。
我们使用了一种经过验证的TBL学生评估工具，该工具包括研究责任感、对讲座或TBL的偏好以及学生满意度的三个子量表。要求2016年春季学期在佛罗里达大学医学院入学的一年级医学生完成问卷。
回复率为50%（70/138）。尽管81%的学生报告称他们在TBL之前必须做好准备，并且认为他们必须为团队学习做出贡献，但只有52%的学生认为他们对团队学习负有责任。大多数学生认为TBL活动是一种有效的学习方法（74%），78%的学生同意TBL活动帮助他们回忆信息。然而，不到一半（45%）的学生认为TBL有助于提高他们的成绩。
学生报告称相较于传统讲座，他们更喜欢TBL并对其感到满意，但在与团队学习责任感相关的问题上得到的是混合回应。
Zotero 插件