Department of Clinical Biochemistry, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia.
Department of Medical Education, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia.
Biochem Mol Biol Educ. 2021 Jul;49(4):546-559. doi: 10.1002/bmb.21501. Epub 2021 Mar 17.
Team-based learning (TBL), which encourages students to become active rather than passive learners, has gained world-wide popularity in medical education due to its proven positive effect on more than one aspect of the educational process. At King Abdulaziz University (KAU), clinical biochemistry is still taught in the form of didactic lectures, and while there is a need for introducing active learning, student learning response from TBL has not been explored. In this quasi-experimental non-equivalent comparison group design, we compared learning outcomes and student satisfaction in a clinical biochemistry course taught either via TBL to second year clinical nutrition students (n = 33) or via traditional lectures to same year nursing students (n = 70). The same summative post-course exam was given to both student groups to assess impact on learning. Focus group discussion and a self-administered questionnaire were used to gain insight into clinical nutrition students' level of satisfaction with TBL. In the post-course exam results of recall and reasoning questions, nursing students (Lectures) scored an average of 38% ± 2.4 in the recall questions while clinical nutrition students (TBL) scored higher with an average of 74.5% ± 4.3 (p < .0001). In reasoning questions, nursing students (Lectures) scored lower than clinical nutrition students (TBL), 23% ± 2.7 versus 40% ± 4.2, respectively (p < .001). In comparing results of pre- and post-test recall questions within each group, there was no significant difference between pre- and post-results for nursing students (Lectures) while clinical nutrition students (TBL) showed a significant increase in post-versus pre-test results of 71% versus 41% (p < .0001). In the final summative post-course exam, nursing students scored an average of 60% ± 2.4 while clinical nutrition students (TBL) scored significantly higher with an average of 78% ± 2.4 (p < .001). Qualitative studies revealed that accountability and team-work were positive aspects perceived by students regarding TBL. The study showed that 84% of surveyed students enjoyed the experience, however, when asked about challenges self-study was their main challenge. TBL proved to be a successful, learner-centered approach for clinical nutrition students at KAU in their clinical biochemistry course resulting in improved learning outcomes and higher student satisfaction when compared with traditional didactic methods of teaching.
基于团队的学习（TBL）鼓励学生从被动学习转变为主动学习，由于其对教育过程的多个方面都产生了积极的影响，因此在医学教育中得到了广泛的认可。在阿卜杜勒阿齐兹国王大学（KAU），临床生物化学仍然以讲授式讲座的形式进行教学，尽管需要引入主动学习，但 TBL 对学生学习的反应尚未得到探索。在这项准实验性非等组比较设计中，我们比较了通过 TBL 教授临床营养学生（n=33）和通过传统讲座教授护理学生（n=70）的临床生物化学课程的学习成果和学生满意度。两组学生都接受了相同的总结性课后考试，以评估对学习的影响。我们使用焦点小组讨论和自我管理问卷来深入了解临床营养学生对 TBL 的满意度。在课后考试的回忆和推理问题的结果中，护理学生（讲座）在回忆问题上的平均得分为 38%±2.4，而临床营养学生（TBL）的得分更高，平均为 74.5%±4.3（p<.0001）。在推理问题中，护理学生（讲座）的得分低于临床营养学生（TBL），分别为 23%±2.7 和 40%±4.2（p<.001）。在比较每组内预测试和后测试回忆问题的结果时，护理学生（讲座）的前后测试结果没有显著差异，而临床营养学生（TBL）的后测试结果与前测试结果相比有显著提高，从 41%提高到 71%（p<.0001）。在最终的总结性课后考试中，护理学生的平均得分为 60%±2.4，而临床营养学生（TBL）的得分显著更高，平均为 78%±2.4（p<.001）。定性研究表明，问责制和团队合作是学生对 TBL 的积极看法。研究表明，84%的调查学生喜欢这种体验，然而，当被问及挑战时，自学是他们的主要挑战。TBL 被证明是 KAU 临床营养学生在临床生物化学课程中的一种成功的、以学习者为中心的方法，与传统的讲授式教学方法相比，它提高了学习成果，提高了学生的满意度。
