Lee Irene Cheng Jie, Wong Peiyan, Goh Suzanne Pei Lin, Cook Sandy
Duke-NUS Medical School, Singapore, Singapore.
National University of Singapore, Singapore, Singapore.
Med Sci Educ. 2022 Apr 26;32(3):697-702. doi: 10.1007/s40670-022-01538-5. eCollection 2022 Jun.
COVID-19 pandemic has transformed much of the medical curriculum delivery from in person to online. Given that interpersonal interaction facilitates team cohesion and professional identity formation, prolonged online learning with minimal social interaction might impact these competencies in medical education. To mitigate the impact of prolonged social isolation, we conducted synchronous team-based learning (TBL) classes, where half the class is physically present and the other is connected via an online platform, termed hybrid TBL. We present practical tips in implementing hybrid TBL for educators teaching in large-sized classes, should conditions exist where not all students can attend in person.
新冠疫情已使医学课程的授课方式从面对面教学转变为线上教学。鉴于人际互动有助于团队凝聚力和职业身份认同的形成，长时间的线上学习且社交互动极少可能会影响医学教育中的这些能力。为减轻长期社交隔离的影响，我们开展了基于团队的同步学习（TBL）课程，即一半学生在教室现场，另一半通过在线平台参与，这种方式称为混合式TBL。对于在大班授课的教育工作者，如果存在并非所有学生都能亲自参加课程的情况，我们在此介绍实施混合式TBL的实用技巧。
