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Laura Huilaja,1,* Eeva Bur,2,* Jari Jokelainen,3 Suvi-Päivikki Sinikumpu,1 Petri Kulmala2,4 1Department of Dermatology and Medical Research Center Oulu, PEDEGO Research Unit, University of Oulu and Oulu University Hospital, Oulu, Finland; 2Faculty of Medicine, University of Oulu, Oulu, Finland; 3Infrastructure for Population Studies, Faculty of Medicine, University of Oulu, Oulu, Finland; 4Department of Pediatrics and Medical Research Center Oulu, PEDEGO Research Unit, University of Oulu and Oulu University Hospital, Oulu, Finland*These authors contributed equally to this workCorrespondence: Laura Huilaja, Email laura.huilaja@oulu.fiBackground: Todayâs professionals need to be capable of independent information retrieval, teamwork, and lifelong learning. To meet these demands, more active learning methods are needed in university teaching. Team-based learning (TBL) is a learner-centered method which enables activation of students in large classes.Objective: The aim of this study was to compare a method combining peer teaching and TBL (peer-conducted TBL; pTBL) with faculty-led seminar teaching. More precisely, studentsâ opinions about teaching methods and immediate and long-term learning outcomes were aimed to compare.Methods: A faculty-led design was compared to a pTBL design when teaching pediatric and dermatological allergy in a seminar setting for 5th year medical students. For that purpose, students were randomly split into two learning groups. In a faculty-led seminar (n = 44 students) the instructor first lectured on each subject; then, named students from each group were asked to present clinical cases given to them beforehand and them raising questions were answered. In a pTBL group (n = 50) studentâs prior knowledge was first tested. Then, randomly selected, pre-prepared students took a tutors role in a seminar and presented clinical case to be solved in groups by all students. Studentsâ performance was equally tested after both sessions and 5â 6 months afterwards. Studentsâ opinions were asked by an electronic survey.Results: In this study, pTBL was significantly preferred over faculty-led learning (mean grade 8.5 vs 6.5). Those participating in pTBL group studied pre-learning material more actively than those in faculty-led group. However, there was no difference in learning outcomes (immediate or long term) between the groups.Conclusion: Students prefer teaching method in which they are self in active role. Combining TBL and peer teaching may further increase the accumulation of non-academic skills like expertise and proficiency.Keywords: peer teaching, team-based learning, active learning |
