Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Alia

V. 14 N. 2 (2023): Arte, moda e ambiente. Itinerari contemporanei fra paesaggi, curve e dossi epistemologici

Team-Based Learning in oral pathology teaching: Analysis of students’ perception and impact on academic performance

DOI
https://doi.org/10.3280/ess2-2023oa15507
Inviata
28 febbraio 2023
Pubblicato
29-12-2023

Abstract

Higher education institutions seek innovative teaching methodologies, investing in student protagonism in the teaching-learning process. Team-Based Learning (TBL) is an innovative alternative that allows students to expand their intellectual capacity, also promoting dynamic contact between groups involved. This study aimed to evaluate the academic performance and satisfaction of dental students, regarding this methodology. For the study of the academic performance, the statistical calculation of the averages of theoretical assessments of students submitted to the traditional teaching method and to the TBL method was used. For the analysis of students' opinions, a TBL assessment instrument was used. As a result, it was observed that the average of grades was higher in both semesters evaluated when using the TBL method compared to the traditional method, proving to be more efficient in the item yield according to grade, with statistically significant difference (p<0.01). The TBL method obtained satisfactory adherence by students, according to aspects of responsibility, method preference and student satisfaction.

Riferimenti bibliografici

  1. Ahmed M., Athar S., Zainab S., Akbani S., Hasan B., Hameed U. (2022). Does team-based learning affect test scores of the basic medical sciences students in a modular curriculum?. International journal of health and sci (Qassim), 16(2): 12-16.
  2. Athanassaki I., Lyons S., De Salvo D., Hendrix K., Ebenezer S., McCann-Crosby B., Redondo M., Chen M.J., Uysal S., Sisley S. (2020). Diabetes curriculum for pediatric endocrine fellowship utilizing modified team-based learning. MedEdPORTAL, 16, 10948. DOI: 10.15766/mep_2374-8265.10948.
  3. Bailey R.L., Kiesel V.A., Lobene A.J., Zou P. (2020). Redesigning an undergraduate nutrition course through active learning and team-based projects enhances student performance. Current developments in nutrition, 4(4), nzaa039. DOI: 10.1093/cdn/nzaa039.
  4. Behling K., Carrasco G., Gentile M., Salvatore M., Lopez O. (2022). Implementation of team-based learning (TBL) in a second year medical school course: does prior experience with TBL improve the impact of this pedagogy?. BMC Medical Education, 22: 288. DOI: 10.21203/rs.3.rs-1273367/v1.
  5. Bollela V.R., Senger M.H., Tourinho F.S.V., Amaral E. (2014). Aprendizagem baseada em equipes: da teoria à prática. Medicina, 47(3): 293-300. DOI: 10.11606/issn.2176-7262.v47i3p293-300.
  6. Burgess A., Haq I., Bleasel J., Roberts C., Garsia R., Randal N., Mellis C. (2019). Team-based learning (TBL): a community of practice. BMC Medical Education, 19(1): 369. DOI: 10.1186/s12909-019-1795-4.
  7. Carrasco G.A., Behling K.C., Lopez O.J. (2019). First year medical student performance on weekly team-based learning exercises in an infectious diseases course: insights from top performers and struggling students. BMC Medical Education, 19(1): 1-5. DOI: 10.1186/s12909-019-1608-9.
  8. Cevik A.A., ElZubeir M., Abu-Zidan F.M., Shaban S. (2019). Team-based learning improves knowledge and retention in an emergency medicine clerkship. International journal of emergency medicine, 12(1): 1-8. DOI: 10.1186/s12245-019-0222-2.
  9. Chitkara M. B., Pongvitayapanu R., Lu W.H. (2020). Integrating ipads into team-based learning in the pediatrics clerkship: do they provide any value?. Journal of medical education and curricular development, 7, 238212052095764. DOI: 10.1177/2382120520957645.
  10. Cunha C.R.O.B.J. da, Ramsdorf F.B.M., Bragato S.G.R. (2019). Utilização da aprendizagem baseada em equipes como método de avaliação no curso de medicina. Revista brasileira de educação médica, 43(2): 208-215. DOI: 10.1590/1981-52712015v43n2rb20180063.
  11. Daou D., Chakhtoura M., El-Yazbi A., Mukherji D., Sbaity E., Refaat M.M., Nabulsi M. (2022). Teaching critical appraisal to large classes of undergraduate medical students using team-based learning versus group discussions: a randomized controlled trial. BMC medical education, 22(1). DOI: 10.1186/s12909-022-03145-9.
  12. Eksteen M.J. (2019). Does team-based learning develop essential generic skills in pharmacy students?. South african journal of higher education, 33(1). DOI: 10.20853/33-1-1332.
  13. Espinoza Palma A., Guevara Altamirano C. (2021). Metodología activa en la enseñanza de Odontología Legal y Forense. Experiencia en una Universidad Pública de Nicaragua. Enfoque cualicuantitativo. Educación, 30(59): 1-22. DOI: 10.18800/educacion.202102.010.
  14. Fernández-Huerta L., Córdova-León K., Pérez-Galdavini V. (2020). Aprendizaje basado en equipos en una asignatura profesionalizante de una escuela de kinesiología. Revista de la fundación educación médica, 23(5), 257. DOI: 10.33588/fem.235.1081.
  15. Haj-Ali R., Quran,F.A. (2013). Team-based learning in a preclinical removable denture prosthesis module in a united arab emirates dental school. Journal of dental education, 77(3): 351-357. Portico. DOI: 10.1002/j.0022-0337.2013.77.3.tb05478.x.
  16. Huilaja L., Bur E., Jokelainen J., Sinikumpu S.-P., Kulmala, P. (2022). The effectiveness and student perceptions of peer-conducted team-based learning compared to faculty-led teaching in undergraduate teaching. Advances in medical education and practice, 13: 535-542. DOI: 10.2147/amep.s358360.
  17. James S., Cogan P., McCollum M. (2019). Team-based learning for immunology courses in allied health programs. Frontiers in immunology, 10. DOI: 10.3389/fimmu.2019.02477.
  18. Joshi T., Budhathoki P., Adhikari A., Poudel A., Raut S., Shrestha D. B. (2022). Team-based learning among health care professionals: a systematic review. Cureus, 14(1), e-21252. DOI: 10.7759/cureus.21252.
  19. Keshani F., Alikhasi M., Azmoodeh F. (2015). Comparison of the effects of lecture and team based learning (TBL) on oral and maxillofacial pathology learning in dental students. Journal of qazvin university of medical science, 19(3): 60-3.
  20. Kim D.-H., Lee J.-H., Kim S.A. (2020). The pharmacology course for preclinical students using team-based learning. Korean journal of medical education, 32(1): 35-46. DOI: 10.3946/kjme.2020.151.
  21. Lancellotti D., Abarca A., Jorquera J., Lobos C., Aguilera D., Sánchez N. (2020). Evaluación de la metodología team based learning en cursos de estadística para estudiantes de medicina. Revista médica de chile, 148(4): 488-495. DOI: 10.4067/s0034-98872020000400488.
  22. Michaelsen L., knight A., fink D., editors (2004). Team-Based Learning: A Transformative Use of Small Groups. New York: Routledge.
  23. Moore-Davis T.L., Schorn M.N., Collins M.R., Phillippi, J., Holley S. (2015). Team-based learning for midwifery education. Journal of midwifery & women’s health, 60(3): 291-297. Portico. DOI: 10.1111/jmwh.12330.
  24. Mennenga H.A. (2012). Development and psychometric testing of the team-based learning student assessment instrument. Nurse educator, 37(4): 168-172. DOI: 10.1097/nne.0b013e31825a87cc.
  25. Ng M., Newpher T.M. (2020). Comparing active learning to team-based learning in undergraduate neuroscience. Journal of undergraduate neuroscience education, 18(2): A102-A111.
  26. Park H.-R., Park E. (2022). Team-based learning experiences of nursing students in a health assessment subject: a qualitative study. Healthcare, 10(5), 817. DOI: 10.3390/healthcare10050817.
  27. Parthasarathy P., Apampa B., Manfrin, A. (2019). Perceptions of team-based learning using the Team-Based Learning Student Assessment Instrument: an exploratory analysis amongst pharmacy and biomedical students in the United Kingdom. Journal of educational evaluation for health professions, 16, 23. DOI: 10.3352/jeehp.2019.16.23.
  28. Sujitha S., Sruthy K., Rajathi P. (2017). Perspective of teaching methodologies in dentistry: active vs passive learning. Journal of academy of dental education, 3: 11-18. DOI: 10.18311/jade/2017/20965.
  29. Saadaldin S.A., Eldwakhly E., Alaziz S.N., Aldegheishem A., El sawy A.M., Fahmy M.M., Alsamady S.M., Sawan N.M., Soliman M. (2022). Team-based learning in prosthodontics courses: students’ satisfaction. International journal of dentistry, 1-6. DOI: 10.1155/2022/4546381.
  30. Schynoll G., Perog J., Feustel P.J., Smith R. (2021). Curriculum transition from lecture-based to team-based learning is associated with improved performance on internal medicine in-training examination. Journal of graduate medical education, 13(5): 691-698. DOI: 10.4300/jgme-d-20-01164.1.
  31. Smeby S.S., Lillebo B., Slørdahl T.S., Berntsen E.M. (2020). Express team-based learning (etbl): a time-efficient tbl approach in neuroradiology. Academic radiology, 27(2): 284-290. DOI: 10.1016/j.acra.2019.04.022.
  32. Spencer S.P., Lauden S., Wilson S., Philip A., Kasick R., Mahan J.D., Fernandes A.K. (2022). Meeting the challenge of teaching bioethics: a successful residency curricula utilizing Team-Based Learning. Annals of medicine, 54(1): 359-368. DOI: 10.1080/07853890.2021.2013523.
  33. Sward L.B., Tariq S.G. (2019). Maternal-fetal physiology, intrapartum care, postpartum care: a team-based learning module for normal obstetrics. MedEdPORTAL. DOI: 10.15766/mep_2374-8265.10856.
  34. Volerman A., Poeppelman R.S. (2019). A pilot study of team-based learning in one-hour pediatrics residency conferences. BMC medical education, 19(1). DOI: 10.1186/s12909-019-1702-z.

Metriche

Caricamento metriche ...