Jaleel Anila, Aziz Umair, Jaleel Shahila, Farid Ghulam, Bashir Zahid, Hassaan Sikander Rana Muhammad
Biochemistry, Shalamar Medical and Dental College, Lahore, PAK.
Pathology and Laboratory Medicine, Shaikh Khalifa Bin Zayed al-Nahyan Medical and Dental College, Lahore, PAK.
Cureus. 2024 Dec 22;16(12):e76180. doi: 10.7759/cureus.76180. eCollection 2024 Dec.
To investigate the dynamics of collaborative learning in team-based learning (TBL) through students' reflections and feedback.
A phenomenological mixed-methods approach was adopted where the survey and reflections were conducted concurrently after the TBL session and the results were analyzed. The study employed a mini-cluster technique to include all first-year MBBS students of batch 2023-24 with an age range between 19 and 22 years. Qualitative and quantitative data were collected from feedback and reflections submitted by 107 first-year MBBS students at the end of the TBL session.
The study found five main themes related to students' engagement with the session, i.e., (1) conceptual clarity as the foundation, (2) collaborative learning culture, (3) communication skills, (4) informative and useful team discussions, and (5) interactive learning for team development. The majority of the respondents, 93 (87%), listened to classmates and coordinated with group members in discussion; 77 (72%) were willing to learn from other group members and contribute ideas to them; 79 (74%) came prepared for the session; and 75 (70%) found learning material assigned to them as appropriate. Respondents had positive perceptions regarding their participation in group work and were strongly inclined to agree with the statements provided.
The study highlights the positive effects of TBL in promoting peer-to-peer engagement, active engagement, teamwork skills, and knowledge sharing among undergraduate medical students, ultimately contributing to an effective learning experience.
通过学生的反思和反馈来调查基于团队学习（TBL）中的协作学习动态。
采用现象学混合方法，在TBL课程结束后同时进行调查和反思，并对结果进行分析。该研究采用小型聚类技术，纳入了2023 - 2024批次的所有一年级医学学士学生，年龄在19至22岁之间。从107名一年级医学学士学生在TBL课程结束时提交的反馈和反思中收集定性和定量数据。
该研究发现了与学生参与课程相关的五个主要主题，即：（1）概念清晰是基础；（2）协作学习文化；（3）沟通技巧；（4）信息丰富且有用的团队讨论；（5）促进团队发展的互动学习。大多数受访者，93人（87%）在讨论中倾听同学意见并与小组成员协调；77人（72%）愿意向其他小组成员学习并为他们贡献想法；79人（74%）为课程做好了准备；75人（70%）认为分配给他们的学习材料合适。受访者对自己参与小组工作有积极的看法，并强烈倾向于同意所提供的陈述。
该研究强调了TBL在促进本科医学生之间的 peer-to-peer 参与、积极参与、团队合作技能和知识共享方面的积极作用，最终促成有效的学习体验。
