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FAEZI, SEYEDEH TAHEREH, MORADI, KAMRAN, GHAFAR RAHIMI AMIN, ALI, KESHMIRI, FATEMEH. (1396). The effects of team-based learning on learning outcomes in a course of rheumatology. سامانه مدیریت نشریات علمی, 6(1), 22-30. doi: 10.30476/jamp.2018.43344
SEYEDEH TAHEREH FAEZI; KAMRAN MORADI; ALI GHAFAR RAHIMI AMIN; FATEMEH KESHMIRI. "The effects of team-based learning on learning outcomes in a course of rheumatology". سامانه مدیریت نشریات علمی, 6, 1, 1396, 22-30. doi: 10.30476/jamp.2018.43344
FAEZI, SEYEDEH TAHEREH, MORADI, KAMRAN, GHAFAR RAHIMI AMIN, ALI, KESHMIRI, FATEMEH. (1396). 'The effects of team-based learning on learning outcomes in a course of rheumatology', سامانه مدیریت نشریات علمی, 6(1), pp. 22-30. doi: 10.30476/jamp.2018.43344
FAEZI, SEYEDEH TAHEREH, MORADI, KAMRAN, GHAFAR RAHIMI AMIN, ALI, KESHMIRI, FATEMEH. The effects of team-based learning on learning outcomes in a course of rheumatology. سامانه مدیریت نشریات علمی, 1396; 6(1): 22-30. doi: 10.30476/jamp.2018.43344

The effects of team-based learning on learning outcomes in a course of rheumatology

Journal of Advances in Medical Education & Professionalism
مقاله 4، دوره 6، شماره 1، فروردین 2018، صفحه 22-30    اصل مقاله (723.82 K)
شناسه دیجیتال (DOI): 10.30476/jamp.2018.43344
نویسندگان
SEYEDEH TAHEREH FAEZI1؛ KAMRAN MORADI2؛ ALI GHAFAR RAHIMI AMIN3؛ FATEMEH KESHMIRI* 4
1Rheumatology Research Center, Tehran University of Medical Sciences, Tehran, Iran
21Rheumatology Research Center, Tehran University of Medical Sciences, Tehran, Iran; 2Evidence-Based Medicine and Critical Thinking Group, Endocrine and Metabolism Research Institute, Shariati Hospital, Tehran University of Medical Sciences, Tehran, Iran
3Students’ Scientific Research Center (SSRC), Tehran University of Medical Sciences, Tehran, Iran
4Medical Education Department, Educational Development Center, Faculty of Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
چکیده
Introduction: We evaluated the effects of implementing Team-Based Learning (TBL) on student engagement, accountability,satisfaction, and preference for lecture or team-based learning.Moreover, we assessed the effect of TBL on knowledge retentionand application over time through short answer questions based onclinical scenarios addressing history taking and diagnosis skills inmedical students.Methods: The study was conducted in a quasi-experimental design.The study population were all of the third-year medical students(n=84) participating in a course of rheumatology in ShariatiHospital, which is a teaching hospital affiliated to Tehran Universityof Medical Sciences. We compared TBL with the conventionallecture-based method. The assessments were performed afterimplementation of TBL by the Classroom Engagement Survey(CES) and Team-Based Learning Student Assessment Instrument(TBL-SAI). The assessment for application of knowledge wasconducted in 3 time-points through short answer questions onrheumatic diseases. The comparison of results was made byStudent’s t-test and repeated-measures analysis of variance (RMANOVA)using SPSS software, version 16.Results: The CES scores indicated a high level of engagement inTBL (Mean±SD=26.7±3.70, p=0.0001) but not in the lecture-basedsessions (Mean±SD=23.80±4.35, p=0.09). The total mean score(SD) for TBL-SAI was 159.68 (14.14) for TBL sessions indicatinga favorable outcome (p=0.0001). The student scores obtained fromthe short answer questions showed that over time the students’scores had declined significantly less for the TBL sessions incomparison to the lecture-based sessions, F (2, 166)=4.624,p=0.011.Conclusion: The results indicated higher student engagement,satisfaction and long term learning by TBL.Keywords: Learning; Team-based learning; Outcome
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