Huilaja Laura, Bur Eeva, Jokelainen Jari, Sinikumpu Suvi-Päivikki, Kulmala Petri
Department of Dermatology and Medical Research Center Oulu, PEDEGO Research Unit, University of Oulu and Oulu University Hospital, Oulu, Finland.
Faculty of Medicine, University of Oulu, Oulu, Finland.
Adv Med Educ Pract. 2022 May 18;13:535-542. doi: 10.2147/AMEP.S358360. eCollection 2022.
Today's professionals need to be capable of independent information retrieval, teamwork, and lifelong learning. To meet these demands, more active learning methods are needed in university teaching. Team-based learning (TBL) is a learner-centered method which enables activation of students in large classes.
The aim of this study was to compare a method combining peer teaching and TBL (peer-conducted TBL; pTBL) with faculty-led seminar teaching. More precisely, students' opinions about teaching methods and immediate and long-term learning outcomes were aimed to compare.
A faculty-led design was compared to a pTBL design when teaching pediatric and dermatological allergy in a seminar setting for 5 year medical students. For that purpose, students were randomly split into two learning groups. In a faculty-led seminar (n = 44 students) the instructor first lectured on each subject; then, named students from each group were asked to present clinical cases given to them beforehand and them raising questions were answered. In a pTBL group (n = 50) student's prior knowledge was first tested. Then, randomly selected, pre-prepared students took a tutors role in a seminar and presented clinical case to be solved in groups by all students. Students' performance was equally tested after both sessions and 5-6 months afterwards. Students' opinions were asked by an electronic survey.
In this study, pTBL was significantly preferred over faculty-led learning (mean grade 8.5 vs 6.5). Those participating in pTBL group studied pre-learning material more actively than those in faculty-led group. However, there was no difference in learning outcomes (immediate or long term) between the groups.
Students prefer teaching method in which they are self in active role. Combining TBL and peer teaching may further increase the accumulation of non-academic skills like expertise and proficiency.
当今的专业人士需要具备独立信息检索、团队合作和终身学习的能力。为了满足这些需求，大学教学需要采用更积极的学习方法。基于团队的学习（TBL）是以学习者为中心的方法，能够在大班教学中激发学生的积极性。
本研究旨在比较同伴教学与TBL相结合的方法（同伴主导的TBL；pTBL）与教师主导的研讨式教学。更确切地说，旨在比较学生对教学方法的看法以及即时和长期的学习成果。
在为五年制医学生举办的研讨会上，比较教师主导设计与pTBL设计在儿科和皮肤过敏教学中的应用。为此，学生被随机分为两个学习小组。在教师主导的研讨会上（n = 44名学生），教师首先就每个主题进行讲座；然后，要求每组中指定的学生展示事先提供给他们的临床病例，并回答他们提出的问题。在pTBL组（n = 50）中，首先测试学生的先验知识。然后，随机挑选预先准备好的学生在研讨会上担任导师角色，并展示临床病例供所有学生分组解决。在两次课程结束后以及5 - 6个月后，对学生的表现进行同等测试。通过电子调查询问学生的意见。
在本研究中，pTBL比教师主导的学习更受青睐（平均成绩8.5对6.5）。参与pTBL组的学生比教师主导组的学生更积极地学习预习材料。然而，两组之间的学习成果（即时或长期）没有差异。
学生更喜欢让他们自己发挥积极作用的教学方法。将TBL与同伴教学相结合可能会进一步增加专业知识和熟练程度等非学术技能的积累。
