Park Sang E, Salihoglu-Yener Esra, Fazio Sara B
Harvard School of Dental Medicine, Boston, Massachusetts.
Eur J Dent Educ. 2019 Feb;23(1):e32-e36. doi: 10.1111/eje.12396. Epub 2018 Oct 18.
The purpose of the study was to describe the development and implementation of a Team-based Learning (TBL) educational model in a predoctoral education course to assess its effectiveness in promoting student learning as measured by knowledge acquisition and student satisfaction.
An interprofessional education course used the TBL structure for the second-year dental students, in which students had an opportunity to first work on the questions individually and then in groups. Each instruction session began with a readiness assurance test (RAT), which students were asked to complete in two formats: each student answered on their own, then each team worked on the same questions to arrive at a consensus decision followed by a team-based application exercise.
A significant difference existed in which team scores were higher than individual scores and on average, the teams scored higher than when students worked alone. Student feedback showed a strong preference of TBL over the traditional lecture format. Students found that the sessions helped them to understand the clinical cases from the perspective of other health care fields in this pedagogical approach.
The TBL methods facilitated an interactive learning environment to promote student-centred learning in a predoctoral education course and the teams performed better in correct evaluation compared with the individual students.
本研究旨在描述在博士前教育课程中基于团队的学习（TBL）教育模式的开发与实施，以评估其在促进学生学习方面的有效性，该有效性通过知识获取和学生满意度来衡量。
一门跨专业教育课程对二年级牙科学生采用了TBL结构，学生有机会先独立完成问题，然后分组进行。每次教学课程开始时都进行一次准备度保证测试（RAT），要求学生以两种形式完成：每个学生独立作答，然后每个团队处理相同的问题以达成共识决定，随后进行基于团队的应用练习。
团队成绩高于个人成绩，存在显著差异，平均而言，团队得分高于学生单独作答时的得分。学生反馈显示，与传统讲座形式相比，学生对TBL有强烈偏好。学生发现，在这种教学方法中，这些课程帮助他们从其他医疗保健领域的角度理解临床病例。
TBL方法促进了互动式学习环境，以在博士前教育课程中促进以学生为中心的学习，并且与个体学生相比，团队在正确评估方面表现更好。
