Article
Education & Educational Research
Nuwadatta Subedi, Neelu Hirachan, Sabita Paudel, Bijayata Shrestha, Anju Pradhan, Anish Subedee, Xiaodan Li
Summary: This study aimed to explore the effectiveness of online team-based learning (TBL) as an active learning strategy. The results showed that online TBL was effective in teaching medical ethics and students were satisfied with the learning process, rating the strategy positively.
BMC MEDICAL EDUCATION
(2022)
Article
Medicine, General & Internal
Sandra P. Spencer, Stephanie Lauden, Sheria Wilson, Andrew Philip, Rena Kasick, John D. Mahan, Ashley K. Fernandes
Summary: This study developed a Team-Based Learning (TBL) curriculum for bioethics education and demonstrated its effectiveness in improving residents' knowledge and skills in bioethics. The curriculum was flexible and well-received by the participants. Despite challenges, TBL can be an effective method for teaching bioethics in residency education.
ANNALS OF MEDICINE
(2022)
Article
Education & Educational Research
Annette Burgess, Elie Matar, Chris Roberts, Inam Haq, Lucy Wynter, Julian Singer, Eszter Kalman, Jane Bleasel
Summary: This study explored the perceptions of students and facilitators on case-based learning and team-based learning in medical education. Findings indicate that students had positive experiences with case-based learning, with benefits in developing clinical reasoning skills and guided facilitation of small group discussion. The study suggests that integrating team-based learning in early phases of medical programs focusing on basic science principles, and transitioning to case-based learning in clinical phases, can enhance the delivery of medical curriculum.
BMC MEDICAL EDUCATION
(2021)
Article
Education & Educational Research
Gonzalo A. Carrasco, Matthew Gentile, Michelle L. Salvatore, Osvaldo J. Lopez, Kathryn C. Behling
Summary: The study results indicate that students with prior experience with TBL in the first year of medical school perform better in TBL iRAT scores, especially in struggling students. Additionally, consistent iRAT performance between first- and second-year courses in high-performing students is also associated with prior TBL experience.
BMC MEDICAL EDUCATION
(2022)
Article
Radiology, Nuclear Medicine & Medical Imaging
Teodoro Rudolphi-Solero, Alberto Jimenez-Zayas, Rocio Lorenzo-Alvarez, Dolores Dominguez-Pinos, Miguel Jose Ruiz-Gomez, Francisco Sendra-Portero
Summary: By adapting a multi-user competitive game in Second Life for undergraduate radiology learning, this study assessed student perception, impact on learning, and found that participants achieved better post-exposure test results and course grades compared to non-participants.
INSIGHTS INTO IMAGING
(2021)
Review
Nursing
Julie Considine, Debra Berry, Joshua Allen, Nicky Hewitt, Elizabeth Oldland, Stephanie K. Sprogis, Judy Currey
Summary: This scoping review examined the use and student outcomes of Team-Based Learning in nursing education, highlighting gaps in randomized controlled trials and studies in postgraduate and hospital contexts. The study summarized student outcomes related to knowledge, academic performance, learning experience, satisfaction, teamwork, and engagement behaviors.
JOURNAL OF CLINICAL NURSING
(2021)
Article
Public, Environmental & Occupational Health
Tanaporn Khamphaya, Phisit Pouyfung, Supabhorn Yimthiang
Summary: The study found that creating heterogeneous teams based on students' preferred learning styles is an effective teaching method in toxicology, leading to improved academic performance.
FRONTIERS IN PUBLIC HEALTH
(2022)
Review
Public, Environmental & Occupational Health
Qin Zhang, Xiumei Tang, Yanjie Zhao, Zhoufeng Wang
Summary: Our study aimed to identify, appraise, and summarize the effectiveness of team-based learning (TBL) versus lecture-based learning (LBL) in nursing students through a systematic review of randomized controlled trials (RCTs). The results suggested that TBL was effective in improving academic performance and general ability in nursing students. High-quality trials are needed, and standardized outcomes should be used.
FRONTIERS IN PUBLIC HEALTH
(2023)
Article
Education & Educational Research
Ahmed I. Albarrak, Nasriah Zakaria, Jwaher Almulhem, Samina A. Khan, Norshahriza Abdul Karim
Summary: This study aimed to assess students' perceptions towards blended and modified team-based learning at King Saud University's College of Medicine. Results showed that most students believed team interactions facilitated discussions and asking questions freely, while working in groups aided their learning process.
BMC MEDICAL EDUCATION
(2021)
Review
Education, Scientific Disciplines
Sara Alberti, Paolo Motta, Paola Ferri, Loris Bonetti
Summary: The study found that TBL is effective in achieving learning outcomes in undergraduate nursing students, especially in academic performance and skills development. However, results were divergent when compared with other teaching methods, and the effectiveness of TBL in improving problem solving and critical thinking skills varied.
NURSE EDUCATION TODAY
(2021)
Article
Radiology, Nuclear Medicine & Medical Imaging
Anna H. Zhao, Elise E. Zhao, Matthew Hartman, Jeanne G. Hill, Angela Giardino
Summary: This study assessed the value of preparing and submitting a case on medical students' educational experience using AMSER Rad Path Case of the Month. The results showed that the participants found it to be a valuable case-based learning experience that improved their understanding of disease processes and increased their willingness and ability to collaborate.
ACADEMIC RADIOLOGY
(2022)
Article
Public, Environmental & Occupational Health
Jacqueline Mei-Chi Ho, Arnold Yu-Lok Wong, Veronika Schoeb, Alex Siu-Wing Chan, Patrick Ming-Kuen Tang, Frances Kam-Yuet Wong
Summary: Two local universities in Hong Kong introduced an interprofessional team-based learning program to enhance collaboration and problem-solving skills among undergraduate healthcare students. Evaluating the experiences of nursing and physiotherapy undergraduates, the study found that interprofessional learning activities improved learning experiences and promoted trustful and complementary relationships, leading to confident knowledge transfer and patient-centered care.
FRONTIERS IN PUBLIC HEALTH
(2022)
Article
Education & Educational Research
Kenta Yagi, Yasutaka Sato, Satoshi Sakaguchi, Mitsuhiro Goda, Hirofumi Hamano, Fuka Aizawa, Mayuko Shimizu, Arisa Inoue-Hamano, Toshihide Nishimori, Masato Tagi, Marina Kanno, Rie Matsuoka-Ando, Toshihiko Yoshioka, Yoshiko Matstubara, Yuki Izawa-Ishizawa, Rieko Shimizu, Akinori Maruo, Yurika Kuniki, Yoshika Sakamoto, Sayuri Itobayashi, Yoshito Zamami, Hiroaki Yanagawa, Keisuke Ishizawa
Summary: This study assessed the impact of COVID-19 on academic conferences through a web-based questionnaire survey of Japanese medical professionals. The results showed that while some participants preferred web conferences or a mix of web and on-site conferences, the number of presentations pertaining to novel findings decreased in web conferences compared to face-to-face conferences, and some participants recorded or filmed the sessions despite prohibition.
EDUCATION AND INFORMATION TECHNOLOGIES
(2022)
Article
Radiology, Nuclear Medicine & Medical Imaging
Elana B. Smith, Alexis Boscak, Eric M. Friedman, Shterna Frand, Lori A. Deitte, Thad Benefield, Sheryl Jordan
Summary: The COVID-19 pandemic has had a significant impact on medical student education, particularly in the field of radiology. Faculty were able to adapt courses to an online environment and utilize interactive lectures, self-directed learning, flipped classroom sessions, and virtual readouts. Hybrid rotations with both on-site and online elements may offer the best options for medical students.
ACADEMIC RADIOLOGY
(2022)
Article
Nursing
Rob Burton, Thea van de Mortel, Victoria Kain
Summary: The study evaluated the impact of using TBL in a nursing program in Singapore and found moderately positive engagement, learning, and satisfaction compared to traditional lecture approaches.