21st Century Learning in Medicine: Traditional Teaching versus Team-based Learning

@article{Kamei201221stCL,
  title={21st Century Learning in Medicine: Traditional Teaching versus Team-based Learning},
  author={Robert K. Kamei and Sandy Cook and Janil Puthucheary and C. Frank Starmer},
  journal={Medical Science Educator},
  year={2012},
  volume={22},
  pages={57-64}
}
The learning strategy developed by Duke-NUS educators, called TeamLEAD, incorporates Team-Based Learning principles. Lectures, readings and e-learning on a given topic are completed before class; in-class activity focuses on assuring understanding, applying principles, and solving problems within student teams facilitated by faculty. The study compared Duke-NUS students’ results on the National Board of Medical Examiners Comprehensive Basic Science Examination (CBSE) and United States Medical… Expand
Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study
TLDR
The TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. Expand
Twelve tips on how to survive PBL as a medical student
TLDR
12 tips on how to survive PBL as a medical student are provided to help students and PBL facilitators with 12 practical tips to help them to realise the learning process and rationale for PBL. Expand
Introduction of team-based learning (TBL) at Kilimanjaro Christian Medical University College: Experience with the ectoparasites module
TLDR
Team-based learning was piloted in a module on ectoparasites at the Kilimanjaro Christian Medical University College, and student perceptions of TBL were very positive, and final exam grades improved. Expand
Peer-Assisted Learning in Introductory Histopathology Improves Learner Scores and Delivers Learner Satisfaction
TLDR
The data show that peer-taught histopathology can be more effective than faculty teaching, and first year medical students reported overwhelming satisfaction from learning in an environment led by their peers. Expand
A short review of undergraduate occupational medicine training.
TLDR
OM education has a very small footprint in most undergraduate medical curricula and the studies show that different teaching formats are utilized, often in combination, which will serve well to build good foundational knowledge. Expand
Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine
Collaborative learning has been used in anatomy courses to support students’ learning of challenging topics but the success of group work depends significantly on the students’ ability to communicateExpand
Evaluación de la metodología Team Based Learning en cursos de estadística para estudiantes de medicina
Background: Team-Based Learning methodology (TBL) is used in medicine teaching in different clinical and basic fields, but seldom in statistics courses. Aim: To compare the performance of studentsExpand
Flipping a Single Lecture in a Survey Course to Active Learning: Do the Benefits Justify the Costs?
TLDR
Comparing active learning methods versus traditional lecture for transmitting and retaining knowledge in the introductory pre-clinical medical school curriculum and weighing whether the costs required to flip instruction were justified by learning gains found the AL was more expensive to produce and to repeat. Expand
Practical Strategies for Using Case-based Tutorials in Small Group Learning: Challenges and Solutions
Case-based tutorials (CBTs), in medical education, promote an in-depth understanding of knowledge acquired through lectures, in an inquiry-based manner to correlate basic science with clinicalExpand
Knowledge of and Attitudes to Occupational and Sports Medicine Among Medical Students in Zagreb, Croatia
TLDR
The findings call for rethinking the practical aspects of teaching OSM classes in order to promote OSM practice among medical students or at least raise awareness about the importance of prevention of numerous work or sport-related disorders. Expand
...
1
2
3
4
...

References

SHOWING 1-10 OF 35 REFERENCES
The Effect of Using Team Learning in an Evidence-Based Medicine Course for Medical Students
TLDR
Team learning served as a useful framework, enabling a large enrollment course to have small-group experiences without large numbers of faculty and fostering individual accountability and promoted teamwork-behaviors consistent with effective EBM practice. Expand
COMMENTARY: Drawing Conclusions from the Team-Learning Literature in Health-Sciences Education: A Commentary
TLDR
The diffusion of team learning into health sciences education has grown steadily in the past 4 years, encouraged by a loosely formed “community of team-learning scholars” supported by grants from the Fund for Improvement of Post-Secondary Education to Baylor College of Medicine. Expand
An Initial Experience with “Team Learning” in Medical Education
TLDR
The authors describe their adaptation of the team-learning approach and conclude that team learning may be a useful new pedagogic tool in medical education. Expand
Team Learning in Medical Education: Initial Experiences at Ten Institutions
TLDR
This paper describes the initial experiences of ten institutions with team learning (TL), a teaching method which fosters small-group learning in a large-class setting and surmises that this relatively rapid spread of TL into the medical curriculum is due to the sound pedagogy and efficiency of TL. Expand
A curricular model for the training of physician scientists: the evolution of the Duke University School of Medicine curriculum.
TLDR
The authors argue that adopting a similar one-year basic science curriculum would make instructional time available for other schools to achieve their own institutional goals. Expand
Transforming a Clinical Clerkship with Team Learning
Background: Team learning, an innovative educational method combining interactive small group learning with expert-based content delivery, was introduced into our psychiatry clerkship in 2002. TheExpand
Team learning in a medical gross anatomy course
TLDR
Team Learning is found to be effective and efficient and appeals to both students and faculty, and is already in the process of adopting TL on 2 other pre-clinical courses. Expand
Team-based learning for health professions education : a guide to using small groups for improving learning
TLDR
This book outlines the theory, structure, and process of TBL, explains how TBL promotes problem solving and critical thinking skills, aligns with the goals of science and health courses, improves knowledge retention and application, and develops students as professional practitioners. Expand
Team‐based learning in a medical gross anatomy and embryology course
TLDR
TBL proved to be a superior method for small group learning in the authors' anatomy course and student performance suggested that TBL may most benefit academically at‐risk students who are forced to study more consistently, are provided regular feedback on their preparedness and given the opportunity to develop higher reasoning skills. Expand
Effectiveness of Problem‐based Learning Curricula: Research and Theory
  • J. Colliver
  • Medicine
  • Academic medicine : journal of the Association of American Medical Colleges
  • 2000
TLDR
The review of the literature revealed no convincing evidence that PBL improves knowledge base and clinical performance, at least not of the magnitude that would be expected given the resources required for a PBL curriculum. Expand
...
1
2
3
4
...