Qazi Sadia, Mazhar Muhammad Atif, Shaikh Abdul Ahad, Rasool Abdul Jabar, Atif Kanza, Obeidat Akef
Anatomy Department, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia.
Physiology Department, College of Medicine, Alfaisal University, Riyadh, Saudi Arabia.
Adv Med Educ Pract. 2024 Oct 7;15:935-944. doi: 10.2147/AMEP.S477502. eCollection 2024.
This study explores the implementation of Team-Based Learning (TBL) at Alfaisal University's College of Medicine through the lens of Complex Adaptive Systems (CAS) theory. The research question investigates how the application of CAS principles can enhance the implementation and effectiveness of TBL in medical education. The study employed a convergent parallel mixed methods longitudinal design, integrating quantitative performance metrics and qualitative themes. Quantitative analysis revealed modest improvements in individual and team-based learning scores, with a promising trend of students moving from the lower to the higher quartiles over time. Qualitative insights aligned with CAS principles, highlighting the adaptive implementation, emergent outcomes, self-organization, positive feedback loops, and depth of learning facilitated by TBL. The findings demonstrate the value of a CAS-informed approach in navigating the complexities of educational change and fostering a more resilient and adaptive educational model. The study contributes to the understanding of how CAS theory can guide the successful implementation of innovative pedagogies like TBL in medical education.
本研究通过复杂适应系统（CAS）理论的视角，探讨了在阿法赛勒大学医学院实施基于团队的学习（TBL）的情况。研究问题调查了CAS原则的应用如何能够提高TBL在医学教育中的实施效果和有效性。该研究采用了收敛平行混合方法纵向设计，整合了定量绩效指标和定性主题。定量分析显示，个人和团队学习成绩有适度提高，随着时间的推移，学生从较低四分位数向较高四分位数移动的趋势很有前景。定性见解与CAS原则一致，突出了TBL促进的适应性实施、涌现结果、自组织、正反馈回路和学习深度。研究结果表明，以CAS为依据的方法在应对教育变革的复杂性以及培育更具韧性和适应性的教育模式方面具有价值。该研究有助于理解CAS理论如何指导像TBL这样的创新教学法在医学教育中的成功实施。
