Team-based learning improves knowledge and retention in an emergency medicine clerkship
| Autor: | Margaret Elzubeir, Arif Alper Cevik, Fikri M. Abu-Zidan, Sami Shaban |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
medicine.medical_specialty
Teamwork Active learning Long-term retention Modalities Student perceptions business.industry media_common.quotation_subject lcsh:Medical emergencies. Critical care. Intensive care. First aid Student engagement Standardized test lcsh:RC86-88.9 Emergency medicine clerkship Test (assessment) Blended learning Team-based learning Emergency medicine Emergency Medicine medicine Educational Advances in Emergency Medicine business media_common |
| Zdroj: | International Journal of Emergency Medicine, Vol 12, Iss 1, Pp 1-8 (2019) International Journal of Emergency Medicine |
| ISSN: | 1865-1380 1865-1372 |
| DOI: | 10.1186/s12245-019-0222-2 |
| Popis: | Background Team-based learning (TBL) as an instructional pedagogy is increasingly recognized to improve student engagement, value of teamwork, and performance on standardized assessments when compared to traditional lecture-based instruction. The aim of this study is to compare two educational modalities (TBL and didactic/case discussion) on knowledge-based outcome and student perceptions. Methods Two emergency medicine clerkship academic years were studied. In the first year, all topics were delivered via didactic presentations along with case discussions. In the second year, eight topics were delivered using TBL while three topics were delivered via didactic/case discussions. Final exam marks were compared. Student satisfaction survey was also conducted and analyzed. Results After adjusting for student past performance and exam difficulty, student marks improved in the second year for both TBL and didactic/case discussion topics. The average mark for topics taught via TBL in the second year was significantly higher than the average mark on the same topics taught didactically in the first year by 7.5% (T test, p |
| Databáze: | OpenAIRE |
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