Three Weeks of Team-Based Leaning Do Not Overload Undergraduate Students.
Cognitive load
Flipped classroom
Self-directed learning abilities
Team-based learning
Undergraduate medical students
Workload
Journal
Medical science educator
ISSN: 2156-8650
Titre abrégé: Med Sci Educ
Pays: United States
ID NLM: 101625548
Informations de publication
Date de publication:
Aug 2021
Aug 2021
Historique:
accepted:
11
05
2021
entrez:
30
8
2021
pubmed:
31
8
2021
medline:
31
8
2021
Statut:
epublish
Résumé
Team-based learning (TBL) is a flipped-classroom approach requiring students to study before class. Fully flipped curricula usually have fewer in-class hours. However, for practical reasons, several programs implement a few weeks of TBL without adjusting the semester timetable. Students fear that they will be overloaded by the individual and collaborative study hours needed to prepare for TBL. We implemented three consecutive weeks of TBL in a 15-week lecture-based course on the renal system. In-class time and assessments were unchanged for all courses. Four hundred fifty-nine first-year undergraduate medical students (229 in 2018; 230 in 2019) were invited to complete weekly logs of their individual and collaborative study hours during lectures and TBL, along with questionnaires on cognitive load and perception of the course. Our program changed from Participants ( Three weeks of lectures were replaced by TBL without reducing in-class time. Students did not report overload in study hours or in cognitive load. The online version contains supplementary material available at 10.1007/s40670-021-01314-x.
Identifiants
pubmed: 34457979
doi: 10.1007/s40670-021-01314-x
pii: 1314
pmc: PMC8368536
doi:
Types de publication
Journal Article
Langues
eng
Pagination
1369-1378Informations de copyright
© International Association of Medical Science Educators 2021.
Déclaration de conflit d'intérêts
Conflict of InterestsThe authors declare no competing interests.
Références
Med Educ. 2010 Jan;44(1):85-93
pubmed: 20078759
Med Teach. 2012;34(5):e275-87
pubmed: 22471941
Adv Health Sci Educ Theory Pract. 2010 Oct;15(4):469-77
pubmed: 20012686
Acad Med. 2013 Oct;88(10):1407-10
pubmed: 23969367
Med Educ. 2017 Jun;51(6):585-597
pubmed: 28488303
Acad Med. 2010 Nov;85(11):1739-45
pubmed: 20881827
Adv Health Sci Educ Theory Pract. 2018 Oct;23(4):733-748
pubmed: 29663182
J Med Educ. 1971 Apr;46(4):275-80
pubmed: 5548587
Teach Learn Med. 2013;25 Suppl 1:S9-16
pubmed: 24246112
Acad Med. 2011 Nov;86(11):1367-73
pubmed: 21952063
Acad Med. 2009 May;84(5):655-62
pubmed: 19704204
Nurse Educ Pract. 2017 Nov;27:89-94
pubmed: 28881323
Med Teach. 2015 Apr;37(4):327-30
pubmed: 24934251
Acad Med. 1995 Apr;70(4):327-9
pubmed: 7718068
Adv Health Sci Educ Theory Pract. 2012 Mar;17(1):39-53
pubmed: 21461880
Mayo Clin Proc. 2006 Nov;81(11):1443-8
pubmed: 17120399
Med Teach. 2010;32(2):118-22
pubmed: 20163226
Int J Nurs Stud. 2010 Sep;47(9):1152-8
pubmed: 20223455
Med Educ. 2007 Mar;41(3):250-7
pubmed: 17316209
Acad Med. 2012 Mar;87(3):292-9
pubmed: 22373620
Teach Learn Med. 2017 Jul-Sep;29(3):286-295
pubmed: 28632013
Acad Med. 2014 Nov;89(11):1429
pubmed: 25350324
Med Educ. 2015 Oct;49(10):1038-48
pubmed: 26383075
Med Educ. 2015 Feb;49(2):203-14
pubmed: 25626751
BMC Med Educ. 2014 May 27;14:108
pubmed: 24885557