Hosny Somaya, Ghaly Mona, Eldesouki Raghda, Hegazy Ghada
Department of Histology, Faculty of Medicine, Suez Canal University, Ismailia, 41522 Egypt.
Department of Physical Medicine, Rheumatology & Rehabilitation, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
Med Sci Educ. 2019 Jul 26;29(4):1163-1170. doi: 10.1007/s40670-019-00776-4. eCollection 2019 Dec.
Team-Based Learning (TBL) is an instructor-led, structured form of cooperative learning that promotes self-directed learning and teamwork while equipping students with the problem-solving and collaborative skills needed to meet the demands of their future professions. This study examines the impact of applying a modified TBL approach to enhance educational seminars in a PBL-adopted curriculum.
A total of 300 students participated in the study. Students' Individual Readiness Assurance Test (IRAT) mean scores were compared with mean scores of the same students' Group Readiness Assurance Test (GRAT). Student satisfaction was determined on a scale with 6 options in response to 13 questions to compare different aspects of traditional and TBL educational seminars.
Comparison between IRAT and GRAT scores showed consistently higher GRAT scores. The majority of students expressed their overall satisfaction in favor of the TBL seminar, especially regarding seminar organization, knowledge acquisition, and team work skills.
Application of the TBL approach in educational seminars increased second- and third-year medical students' engagement and satisfaction and improved their test performance.
基于团队的学习（TBL）是一种由教师主导的结构化合作学习形式，它促进自主学习和团队合作，同时培养学生解决问题和协作的技能，以满足其未来职业的需求。本研究探讨采用改良的TBL方法对采用问题导向学习（PBL）课程的教育研讨会的影响。
共有300名学生参与了该研究。将学生个体准备度保证测试（IRAT）的平均成绩与同组学生的小组准备度保证测试（GRAT）的平均成绩进行比较。通过对13个问题的6项选择量表来确定学生满意度，以比较传统教育研讨会和TBL教育研讨会的不同方面。
IRAT和GRAT成绩比较显示，GRAT成绩始终较高。大多数学生对TBL研讨会总体表示满意，特别是在研讨会组织、知识获取和团队合作技能方面。
在教育研讨会中应用TBL方法提高了二、三年级医学生的参与度和满意度，并改善了他们的测试成绩。
