Department of Forensic Medicine, Gandaki Medical College Teaching Hospital and Research Center, Gandaki Province, Pokhara, Nepal.
Department of Pharmacology, Gandaki Medical College Teaching Hospital and Research Center, Gandaki Province, Pokhara, Nepal.
BMC Med Educ. 2022 Nov 8;22(1):766. doi: 10.1186/s12909-022-03813-w.
The effectiveness of online classes is always a concern, and it can be overcome by opting for active learning strategies like team-based learning (TBL). This study was conducted to find out the effectiveness of online TBL as an active learning strategy. We also aimed to explore the satisfaction and perception of students toward TBL.
This is a mixed-method study conducted among 29 third-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students of Gandaki Medical College using purposive sampling method in the duration of January to September 2021. Three two hours online TBL sessions were used for teaching introduction to medical ethics. The individual readiness assurance test (IRAT) scores were compared to the group readiness assurance test (GRAT) scores to evaluate the effect of TBL through cooperative learning. Learner reactions and satisfaction of students towards TBL were assessed using a validated questionnaire comprising of a five-point Likert scale. An open-ended question asking the participants to describe their overall experience of the TBL sessions was also included to explore their perceptions towards TBL. The data were collected using Google form and exported to Microsoft Excel and the quantitative data were then analyzed using Statistical Package for Social Sciences (SPSS) version 16.0. To check the normal distribution of the data, Kolmogorov Smirnov and Shapiro-Wilk test were used. Non-parametric tests were used for the non-normally distributed data. P value of < 0.05 was regarded as significant. Thematic analysis was conducted for the qualitative data.
The median GRAT scores were significantly higher (p = 0.006 in TBL 1 and 0.001 in TBL 2) than IRAT scores. Learner reactions toward TBL sessions were positive as shown by the mean scores which were in the range of 3.59 to 4.66. Five themes were generated from the codes: "effective learning method", "positive experience", "gained knowledge", "expression of gratitude" and "the way of conduction of the sessions".
Online TBL in medical ethics was effective as a teaching learning tool in our setting. The students were satisfied with the learning process and rated the learning strategy positively.
在线课程的效果一直是人们关注的问题，可以通过选择基于团队的学习（TBL）等主动学习策略来克服。本研究旨在探讨在线 TBL 作为一种主动学习策略的效果。我们还旨在探索学生对 TBL 的满意度和看法。
这是一项混合方法研究，在 2021 年 1 月至 9 月期间，使用目的抽样法在加德满都医学院对 29 名三年级医学学士和外科学士（MBBS）学生进行了研究。使用三个两小时的在线 TBL 课程来教授医学伦理学概论。通过合作学习，比较个体准备保证测试（IRAT）得分和小组准备保证测试（GRAT）得分，以评估 TBL 的效果。使用包含五点李克特量表的经过验证的问卷评估学生对 TBL 的学习反应和满意度。还包括一个开放式问题，要求参与者描述他们对 TBL 课程的整体体验，以探讨他们对 TBL 的看法。使用 Google 表格收集数据，并将其导出到 Microsoft Excel 中，然后使用统计软件包 16.0 分析定量数据。为了检查数据的正态分布，使用了 Kolmogorov Smirnov 和 Shapiro-Wilk 检验。对非正态分布数据使用非参数检验。p 值<0.05 被认为具有统计学意义。对定性数据进行了主题分析。
TBL1 的中位 GRAT 得分明显高于 IRAT 得分（p=0.006），TBL2 的中位 GRAT 得分明显高于 IRAT 得分（p=0.001）。TBL 课程的学习反应呈阳性，平均得分在 3.59 到 4.66 之间。从代码中生成了五个主题：“有效的学习方法”、“积极的体验”、“获得的知识”、“表达感激”和“课程的进行方式”。
在我们的环境中，在线医学伦理 TBL 是一种有效的教学工具。学生对学习过程感到满意，并对学习策略给予了积极评价。
