Jeong Somi, Kim Seung Jung, Lee Kyoung Eun, Ko Ara
Ewha Medical Education Center, Seoul, Korea.
Department of Nephrology, Ewha Womans University College of Medicine, Seoul, Korea.
Korean J Med Educ. 2025 Sep;37(3):345-353. doi: 10.3946/kjme.2025.346. Epub 2025 Aug 28.
This study aimed to examine the moderating effect of team-based learning (TBL) participation frequency on the relationship between medical students' perception of the systematic management of TBL classes and their active class participation.
To achieve this purpose, feedback data from 575 students who participated in TBL-based courses at Ewha Womans University College of Medicine during the second semester of the 2022 academic year and the first semester of the 2023 academic year were analyzed. Descriptive statistics, correlation analysis and moderation analysis were conducted.
The results of the study are as follows. First, students' perception of systematic TBL class management showed a significant positive correlation with active class participation. Second, the frequency of TBL participation was found to play a moderating role in the relationship between the perception of systematic TBL class management and active class participation.
This study highlights that both systematic TBL class management and the frequency of participation are key factors in promoting student engagement in medical education. Based on these findings, educational implications are discussed.
本研究旨在探讨基于团队的学习（TBL）参与频率对医学生对TBL课程系统管理的认知与他们在课堂上积极参与之间关系的调节作用。
为实现这一目的，对2022学年第二学期和2023学年第一学期在梨花女子大学医学院参加基于TBL课程的575名学生的反馈数据进行了分析。进行了描述性统计、相关性分析和调节分析。
研究结果如下。第一，学生对TBL课程系统管理的认知与课堂上的积极参与呈显著正相关。第二，发现TBL参与频率在TBL课程系统管理认知与课堂积极参与之间的关系中起调节作用。
本研究强调，TBL课程的系统管理和参与频率都是促进医学生参与医学教育的关键因素。基于这些发现，讨论了教育意义。
