Department of Surgery, Medical Education Unit, Faculty of Medicine in Rabigh, King Abdulaziz University, Building 13, PO Box No. 80200, Jeddah, 21589, Saudi Arabia.
Department of Paediatrics, Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia.
BMC Med Educ. 2022 May 7;22(1):348. doi: 10.1186/s12909-022-03411-w.
This study aimed to investigate the impact of interactive lecture (IL) and team-based learning (TBL) on improving clinical reasoning skills (CRSs) and achieving learning outcomes (LO). Students' feedback was obtained about the strategies.
This study was carried out at the Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia. Two modules, endocrinology, and emergency were selected. Students of each batch in both modules were divided into two arms. With a randomized crossover design, IL & TBL were used for two separate topics in each module. After each topic, a quiz in the form of well-structured MCQs was taken. A questionnaire was designed to obtain students' feedback. SPSS version 23 was used to analyse results. The difference between the mean values was calculated by Student's t-test. Feedback data is presented as frequency. P-value ≤ 0.05 was considered statistically significant.
Learning outcomes were achieved by all groups in two modules, with both instructional strategies, IL and TBL. Students attempted >70% correct answers. However, in the emergency module, the groups with TBL as the instructional strategy performed better in quiz1 and quiz 2 (p = 0.026 and p = 0.016, respectively). Similarly, in the endocrinology module (3 year), although the groups with TBL as the instructional strategy performed better in both quizzes, it was significant in quiz1 (p = 0.02). The difficulty indices of the clinical reasoning questions (CRQ) were used as the parameters for comparison. In the emergency module, group1, in quiz1, with TBL as an instructional strategy performed better in the CRQ (p = 0.017), while in quiz2, group2 with TBL as the instructional strategy performed better (p < 0.001). Group1 of the third-year students (endocrinology module) performed better in the CRQ in quiz 1 with TBL as an instructional strategy than group 2 with IL (p = 0.04). Mostly, students in both modules preferred TBL over IL, and especially they liked team application. Students perceived that TBL was a better strategy to learn CRS.
Students achieved LOs and CRS better with TBL as an instructional strategy. They preferred TBL over IL. It is suggested to include TBL, or increase its percentage, in the curriculum.
本研究旨在探讨互动式讲座（IL）和基于团队的学习（TBL）对提高临床推理技能（CRS）和实现学习成果（LO）的影响。学生们对这些策略的反馈也被记录下来。
本研究在沙特阿拉伯吉达的阿卜杜勒阿齐兹国王大学的拉比格医学院进行。选择了内分泌学和急诊学两个模块。每个模块的每批学生都被分成两个小组。采用随机交叉设计，IL 和 TBL 用于每个模块的两个独立主题。在每个主题之后，都以结构良好的多项选择题的形式进行测验。设计了一份问卷来获取学生的反馈。使用 SPSS 版本 23 分析结果。通过学生 t 检验计算平均值之间的差异。反馈数据以频率表示。P 值≤0.05 被认为具有统计学意义。
在两个模块中，所有小组都通过 IL 和 TBL 两种教学策略实现了学习成果，所有小组都答对了超过 70%的题目。然而，在急诊模块中，使用 TBL 作为教学策略的小组在测验 1 和测验 2 中的表现更好（p=0.026 和 p=0.016）。同样，在 3 年制的内分泌学模块中，尽管使用 TBL 作为教学策略的小组在两次测验中表现更好，但在测验 1 中具有统计学意义（p=0.02）。临床推理问题（CRQ）的难度指数被用作比较参数。在急诊模块中，使用 TBL 作为教学策略的第 1 组在测验 1 的 CRQ 中表现更好（p=0.017），而在测验 2 中，使用 TBL 作为教学策略的第 2 组表现更好（p<0.001）。第 3 年学生（内分泌学模块）的第 1 组在使用 TBL 作为教学策略的测验 1 中比使用 IL 的第 2 组在 CRQ 中表现更好（p=0.04）。大多数学生更喜欢 TBL 而不是 IL，尤其是他们喜欢团队应用。学生们认为 TBL 是一种更好的学习 CRS 的策略。
学生使用 TBL 作为教学策略可以更好地实现 LO 和 CRS。他们更喜欢 TBL 而不是 IL。建议在课程中加入 TBL 或增加其比例。
