The Effect of Problem-Based Learning With Cooperative-Learning Strategies in Surgery Clerkships
| Autor: | Şevkat Bahar Özvarış, Yusuf Alper Kilic, Iskender Sayek, Ali Konan, Sevgi Turan |
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| Rok vydání: | 2012 |
| Předmět: |
Male
Cooperative learning Models Educational medicine.medical_specialty Medical knowledge Students Medical Turkey Control (management) Acute abdominal pain Sensitivity and Specificity Education ComputingMilieux_COMPUTERSANDEDUCATION Humans Learning Medicine Cooperative Behavior Group work Medical education business.industry Clinical Clerkship Reproducibility of Results Problem-Based Learning Abdominal Pain Surgery Team learning Problem-based learning General Surgery Female Clinical Competence Educational Measurement business Education Medical Undergraduate Program Evaluation |
| Zdroj: | Journal of Surgical Education. 69:226-230 |
| ISSN: | 1931-7204 |
| Popis: | Background Cooperative learning is used often as part of the problem-based learning (PBL) process. But PBL does not demand that students work together until all individuals master the material or share the rewards for their work together. Objective A cooperative learning and assessment structure was introduced in a PBL course in 10-week surgery clerkship, and the difference was evaluated between this method and conventional PBL in an acute abdominal pain module. Methods An experimental design was used. Results No significant differences in achievement were found between the study and control group. Both the study and control group students who scored low on the pretest made the greatest gains at the end of the education. Students in the cooperative learning group felt that cooperation helped them learn, it was fun to study and expressed satisfaction, but they complained about the amount of time the groups had to work together, difficulties of group work, and noise during the sessions. Conclusions This study evaluated the impact of a cooperative learning technique (student team learning [STL]) in PBL and found no differences. The study confirms that a relationship exists between allocated study time and achievement, and student's satisfaction about using this technique. |
| Databáze: | OpenAIRE |
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