Korean journal of medical education

The Korean Society of Medical Education (한국의학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Methods of Effective Team-Based Learning Administration and Expected Effects on Medical Education

의학교육에서의 효과적인 팀 바탕학습 운영 방안 및 기대효과

  • Cho, A-Ra (MASTER Center for Medical Education Support, The Catholic University of Korea School of Medicine) ;
  • Han, Sang-Ick (Department of Psychiatry, The Catholic University of Korea School of Medicine) ;
  • Yoon, Sang-Heon (Department of Preventive Medicine, The Catholic University of Korea School of Medicine) ;
  • Park, Joo-Hyun (Department of Medical Education, The Catholic University of Korea School of Medicine) ;
  • Yoo, Nam-Jin (MASTER Center for Medical Education Support, The Catholic University of Korea School of Medicine) ;
  • Kim, Sun (Department of Medical Education, The Catholic University of Korea School of Medicine)
  • 조아라 (가톨릭대학교 의과대학 MASTER 의학교육지원센터) ;
  • 한상익 (가톨릭대학교 의과대학 정신과학교실) ;
  • 윤상헌 (가톨릭대학교 의과대학 예방의학교실) ;
  • 박주현 (가톨릭대학교 의과대학 의학교육학과) ;
  • 유남진 (가톨릭대학교 의과대학 MASTER 의학교육지원센터) ;
  • 김선 (가톨릭대학교 의과대학 의학교육학과)
  • Received : 2010.01.25
  • Accepted : 2010.02.07
  • Published : 2010.03.01
⟨ Previous Next ⟩

Abstract

Purpose: The aim of this study was to analyze the results of quantitative and qualitative student evaluations of team-based learning (TBL) and student achievement evaluations during TBL. Methods: Questionnaires that evaluated medical student perception and self-assessment of the TBL experience included 38 questions on the TBL process. Also, we used scores from the TBL session to investigate student academic achievement. Results: Our results showed that the more proper the educational environments were, the more focused students were on team learning. According to the distribution period for preliminary assignments, there was a difference in self-directed learning. In addition, team members had the opportunity to learn new knowledge by interacting with each other, and when they had the experience of feedback, they understood the instruction topics through team learning better. With regard to peer evaluation, the students who recognized the importance of assessment studied more sincerely and honestly. By experiencing the TBL process, every team showed a high significance in the group readiness assurance test score compared with the individual readiness assurance test score, and student satisfaction with the TBL and expectation levels about capacity strengthening increased as well. Conclusion: TBL is an effective teaching and learning method and has positive impacts on student academic achievement. A study on student academic achievement and perception of TBL is expected to provide medical educators with suggestions on planning teaching strategies for effective TBL administration.

Keywords

Acknowledgement

Supported by : Korean Society of Medical Education

References

  1. Cheng YC, Mok MM. What effective classroom? Towards a paradigm shift. Sch Eff Sch Improv 2008; 19: 365-385. https://doi.org/10.1080/09243450802535174
  2. LCME accreditation standard [Internet]. Washington D.C, Chicago (US), Ottawa, Ontario (Canada): Liaison Committee on Medical Education; 2008 [updated 2009 Oct 30; cited 2008 Jun]. Available from: http://www.lcme.org/standard.htm.
  3. Light R. The Harvard assessment seminars. Cambridge, USA: Harvard Graduate School of Education; 1990.
  4. Michaelsen LK, Knight AB, Fink LD. Team based learning: a transformative use of small groups in college teaching. 2nd ed. Sterling, USA: Stylus Publishing; 2004.
  5. Thompson BM, Schneider VF, Haidet P, Levine RE, McMahon KK, Perkowski LC, Richards BF. Team based learning at ten medical schools: two years later. Med Educ 2007; 41: 250-257. https://doi.org/10.1111/j.1365-2929.2006.02684.x
  6. Michaelsen LK, Parmelee DX, McMahon K, Levine RE. Team based learning for health professions education. Sterling, USA: Stylus Publishing, LLC; 2007.
  7. Baek YK, Park JS, Han SR, Kim JG, Choi MS, Byun HS, Park JH, Kang SC. Instructional method and technology. 2nd ed. Seoul, Korea: Hakjisa; 2008. p 187-189.
  8. Lee JB. Social change and university education in Korea. Theory Pract Educ 2004; 9: 53-75.
  9. Shin DR, Seo KJ. The effects of teachers' feedback on self efficacy and academic achievements. J Curriculum Stud 2001; 19: 319-342.
  10. Levine RE, Kelly PA, Karakoc T, Haidet P. Peer evaluation on a clinical clerkship: students' attitudes, experiences, and correlations with traditional assessments. Acad Psychiatry 2007; 31: 19-24. https://doi.org/10.1176/appi.ap.31.1.19
  11. Jang BH. The evaluation of problem base learning. Paper presented at: The 12th Combined Meeting of Medical Education; 2002 Nov 22-23; Daejeon, Korea. p 89-102.
  12. Ballantyne R, Hughes K, Mylonas A. Developing procedures for implementing peer assessment in large classes using an action research process. Assess Eval High Educ 2002; 27: 427-441. https://doi.org/10.1080/0260293022000009302
  13. Reiter HI, Eva KW, Hatala RM, Norman GR. Self and peer assessment in tutorials: application of a relativeranking model. Acad Med 2002; 77: 1134-1139. https://doi.org/10.1097/00001888-200211000-00016
  14. Cheng W, Warren M. Making a difference: using peers to assess individual students' contributions to group project. Teach High Educ 2000; 5: 243-255. https://doi.org/10.1080/135625100114885
  15. Van Rosendaal GM, Jennett PA. Comparing peer and faculty evaluations in an internal medicine residency. Acad Med 1994; 69: 299-303. https://doi.org/10.1097/00001888-199404000-00014
  16. Koles P, Nelson S, Stolfi A, Parmelee DX, Destephen D. Active learning in a year 2 pathology curriculum. Med Educ 2005; 39: 1045-1055. https://doi.org/10.1111/j.1365-2929.2005.02248.x
  17. Nieder GL, Parmelee DX, Stolfi A, Hudes PD. Teambased learning in a medical gross anatomy and embryology course. Clin Anat 2005; 18: 56-63. https://doi.org/10.1002/ca.20040
  18. Cho AR, Kim SM, Baek SA. Perception of faculty on team based learning in medical education. Paper presented at: The 25th Medical Education Conference; 2009 Jun 10-13; Gyeongju, Korea. p 260.

Cited by

  1. Students' Perceptions of Team-Based Learning by Individual Characteristics in a Medical School vol.25, pp.2, 2010, https://doi.org/10.3946/kjme.2013.25.2.113
  2. 간호대학생에 팀기반 학습 적용의 효과 vol.11, pp.11, 2010, https://doi.org/10.14400/jdpm.2013.11.11.595
  3. Review on the administration and effectiveness of team-based learning in medical education vol.25, pp.4, 2010, https://doi.org/10.3946/kjme.2013.25.4.271
  4. The characteristics of medical students' personality types and interpersonal needs vol.25, pp.4, 2010, https://doi.org/10.3946/kjme.2013.25.4.309
  5. Peer assessment of small-group presentations by medical students and its implications vol.26, pp.1, 2014, https://doi.org/10.3946/kjme.2014.26.1.31
  6. 팀기반학습(Team-Based Learning)이 간호학생의 문제해결능력과 비판적사고 및 자기주도학습에 미치는 효과 vol.20, pp.2, 2014, https://doi.org/10.14370/jewnr.2014.20.2.154
  7. 간호대학생의 자율적인 학습동아리 활동이 자기주도 학습능력과 학습태도에 미치는 효과 vol.20, pp.4, 2010, https://doi.org/10.5977/jkasne.2014.20.4.659
  8. Learner Perception, Expected Competence, and Satisfaction of Team-Based Learning in Korean Nursing Students : vol.36, pp.2, 2010, https://doi.org/10.5480/13-1200
  9. 성과기반 간호교육에서 팀기반학습 적용의 효과 vol.13, pp.9, 2010, https://doi.org/10.14400/jdc.2015.13.9.409
  10. 기초간호과학 해부학 교육에서의 팀기반 학습 효과 vol.16, pp.10, 2015, https://doi.org/10.5762/kais.2015.16.10.7098
  11. Perception Study of Traditional Korean Medical Students on the Medical Education Using the Dundee Ready Educational Environment Measure vol.2016, pp.None, 2016, https://doi.org/10.1155/2016/6042967
  12. 간호학생의 팀기반학습에서 공유리더십이 팀성과 및 팀몰입에 미치는 영향: 팀신뢰의 매개효과 vol.14, pp.12, 2016, https://doi.org/10.14400/jdc.2016.14.12.303
  13. 기본간호학 수업에서 팀기반 학습 적용 효과 vol.17, pp.12, 2010, https://doi.org/10.5762/kais.2016.17.12.107
  14. Effects of Team-Based Learning on Communication Competence for Undergraduate Nursing Students vol.26, pp.1, 2017, https://doi.org/10.12934/jkpmhn.2017.26.1.101
  15. 지역사회치위생학 실습 교육에서의 프로젝트 기반 학습 효과 평가 vol.17, pp.4, 2010, https://doi.org/10.17135/jdhs.2017.17.4.368
  16. 팀 기반 학습을 수강한 간호대학생의 경험 vol.19, pp.9, 2018, https://doi.org/10.5762/kais.2018.19.9.30
  17. A case study on evaluation of team-based learning effectiveness in clinical dental hygiene vol.43, pp.1, 2019, https://doi.org/10.11149/jkaoh.2019.43.1.33
  18. 성인간호학 수업에 팀 기반 학습 적용의 효과 vol.17, pp.11, 2010, https://doi.org/10.14400/jdc.2019.17.11.241
  19. 간호교육에서 PBL(Problem-Based Learning) 수업의 적용 효과 vol.36, pp.4, 2010, https://doi.org/10.12925/jkocs.2019.36.4.1460