The Effectiveness and Student Perceptions of Peer-Conducted Team-Based Learning Compared to Faculty-Led Teaching in Undergraduate Teaching.
active learning
peer teaching
team-based learning
Journal
Advances in medical education and practice
ISSN: 1179-7258
Titre abrégé: Adv Med Educ Pract
Pays: New Zealand
ID NLM: 101562700
Informations de publication
Date de publication:
2022
2022
Historique:
received:
14
01
2022
accepted:
21
04
2022
entrez:
26
5
2022
pubmed:
27
5
2022
medline:
27
5
2022
Statut:
epublish
Résumé
Today's 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. 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, students' opinions about teaching methods and immediate and long-term learning outcomes were aimed to compare. A faculty-led design was compared to a pTBL design when teaching pediatric and dermatological allergy in a seminar setting for 5 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. 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.
Sections du résumé
Background
UNASSIGNED
Today's 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
UNASSIGNED
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, students' opinions about teaching methods and immediate and long-term learning outcomes were aimed to compare.
Methods
UNASSIGNED
A faculty-led design was compared to a pTBL design when teaching pediatric and dermatological allergy in a seminar setting for 5
Results
UNASSIGNED
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
UNASSIGNED
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.
Identifiants
pubmed: 35615463
doi: 10.2147/AMEP.S358360
pii: 358360
pmc: PMC9124697
doi:
Types de publication
Journal Article
Langues
eng
Pagination
535-542Informations de copyright
© 2022 Huilaja et al.
Déclaration de conflit d'intérêts
The authors report no conflicts of interest in this work.
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