Lee Irene Cheng Jie, Wong Peiyan
MD Programme, Duke-NUS Medical School, Singapore, 169857, Singapore.
Department of Pharmacology, National University of Singapore, Singapore, Singapore.
MedEdPublish (2016). 2024 Feb 12;13:33. doi: 10.12688/mep.19535.2. eCollection 2023.
The rapid transition to online delivery of medical curriculum has facilitated the continuation of medical education during the COVID-19 pandemic. Whilst active learning approaches, including Team-Based Learning (TBL), are generally more supportive of the learner's needs during such transition, it remains elusive how different learning environments affect a learner's motivation, engagement, and perceived learning over a prolonged period. We leveraged on Self-Determination Theory (SDT) and key learners' characteristics to explore the levels of student's engagement and perceived learning in two TBL learning environments, online and in-person, over an extended period. We hypothesize that students' self-reported perceptions of engagement and learning will be lower in online compared to in-person TBL classes.
This is a mixed methods study with 49 preclinical graduate medical students completing the same questionnaire twice for each learning environment, online TBL and in-person TBL, over an eight-month period. Quantitative data were collected on learners' characteristics, basic psychological needs satisfaction, motivation, student's engagement and perceived learning. The final questionnaire also explored participants' perception on which learning environment better supported their learning.
We found that autonomy support, perceived competence and needs satisfaction, and perceived learning were higher in-person than online. Additionally, most learners felt that in-person TBL was better for learning, as the concepts of learning space and the community of practice were mediated by being in-person.
TBL, being an active instructional method, can maintain students' engagement because it supports many aspects of SDT constructs and perceived learning. However, online TBL is unable to fully support the students' needs and perceived learning. Hence, we strongly advocate for any in-person opportunities to be included in a course, as in-person classes best supports students' engagement and perceived learning.
医学课程迅速转向在线授课，这在新冠疫情期间促进了医学教育的持续开展。虽然包括基于团队的学习（TBL）在内的主动学习方法在此类转变过程中通常更能满足学习者的需求，但长期来看，不同的学习环境如何影响学习者的动机、参与度和感知学习效果仍不清楚。我们利用自我决定理论（SDT）和关键学习者特征，探讨了在两种TBL学习环境（在线和面对面）中，学生在较长一段时间内的参与度和感知学习水平。我们假设，与面对面的TBL课程相比，学生在在线TBL课程中的自我报告的参与度和学习感知会更低。
这是一项混合方法研究，49名临床前医学研究生在八个月的时间里，针对每种学习环境（在线TBL和面对面TBL）完成两次相同的问卷调查。收集了关于学习者特征、基本心理需求满足情况、动机、学生参与度和感知学习的定量数据。最后一份问卷还探讨了参与者对哪种学习环境更有利于他们学习的看法。
我们发现，自主性支持、感知能力和需求满足以及感知学习在面对面环境中比在线环境中更高。此外，大多数学习者认为面对面的TBL更有利于学习，因为学习空间和实践社区的概念是通过面对面交流来调节的。
TBL作为一种主动教学方法，可以维持学生的参与度，因为它支持SDT结构和感知学习的许多方面。然而，在线TBL无法完全满足学生的需求和感知学习。因此，我们强烈主张课程中应包含任何面对面的机会，因为面对面课程最能支持学生的参与度和感知学习。
