General Research Service Center, National Pingtung University of Science and Technology, Neipu, Pingtung, Taiwan.
Department of Medical Imaging and Radiological Sciences, Kaohsiung Medical University, Kaohsiung, Taiwan.
Med Educ Online. 2020 Dec;25(1):1732159. doi: 10.1080/10872981.2020.1732159.
: Team-Based Learning (TBL), which is a student-centered instructional approach, has been applied in various health-related courses, but research on the effectiveness of TBL in radiologic technology is limited. More research is needed to examine the effectiveness of TBL within the field of radiologic technology as well as to study teachers' reflective practices for instructional development in TBL.: This study examines the effectiveness of TBL on students' learning and course instructors' instructional development during quality control activities in diagnostic imaging.: This study employed an action research approach with mixed-methods. The study was categorized using four TBL modules as the topics: film/screen receptors and processors, radiography, mammography, and computed tomography. Quantitative data included pre-test scores on individual readiness assurance tests (IRAT-pre), group readiness assurance tests (GRAT), and post-test scores on individual readiness assurance tests (IRAT-post). Qualitative data included students' responses to open-ended questions about their experience with TBL and transcripts of instructors' interviews.: Forty junior college students participated in the study. A non-parametric test was conducted to compare the scores. The results showed that the GRAT score was significantly higher than the IRAT-pre-score, and the IRAT-post score was significantly higher than the IRAT-pre-score. The IRAT-post score was significantly higher than the GRAT score for the first and fourth modules, but IRAT-post score was significantly lower than the GRAT score on the second and third modules. Using direct content analysis, five themes were coded around instructional development, while 15 themes were coded to understand students' experiences with TBL.: TBL can be an effective instructional approach to improve students' understanding of radiologic technology content. The results of this research can help instructors decide what action plan to implement to increase the effectiveness of TBL when further employing it for radiologic technology courses.
: 团队学习（TBL）是一种以学生为中心的教学方法，已应用于各种与健康相关的课程中，但关于 TBL 在放射技术领域的有效性的研究有限。需要更多的研究来检验 TBL 在放射技术领域的有效性，并研究教师在 TBL 中的教学发展的反思实践。: 本研究考察了 TBL 在诊断成像质量控制活动中对学生学习和课程教师教学发展的有效性。: 本研究采用了混合方法的行动研究方法。该研究分为四个 TBL 模块，作为主题：胶片/屏幕受体和处理器、放射线照相术、乳房 X 光摄影术和计算机断层扫描。定量数据包括个体准备保证测试（IRAT-pre）、小组准备保证测试（GRAT）的前测分数和个体准备保证测试（IRAT-post）的后测分数。定性数据包括学生对 TBL 体验的开放式问题的回答以及教师访谈的文字记录。: 40 名大专生参加了这项研究。进行了非参数检验来比较分数。结果表明，GRAT 分数显著高于 IRAT-pre 分数，而 IRAT-post 分数显著高于 IRAT-pre 分数。在第一和第四个模块中，IRAT-post 分数显著高于 GRAT 分数，但在第二和第三个模块中，IRAT-post 分数显著低于 GRAT 分数。使用直接内容分析，围绕教学发展编码了五个主题，而理解学生对 TBL 的体验编码了 15 个主题。: TBL 可以是一种有效的教学方法，可以提高学生对放射技术内容的理解。本研究的结果可以帮助教师在进一步将 TBL 应用于放射技术课程时，决定实施什么行动计划来提高 TBL 的有效性。
