Cassian Cremerius1, Gertraud Gradl-Dietsch2, Frank J P Beeres3, Björn -Christian Link3, Lea Hitpaß4, Sven Nebelung4, Klemens Horst5, Christian David Weber5, Carl Neuerburg6, Daphne Eschbach7, Christopher Bliemel7, Matthias Knobe8,9. 1. Department of Diagnostic and Interventional Radiology, Marienhospital Aachen, Zeise 4, 52066, Aachen, Germany. 2. Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, LVR Clinic, University of Essen, 21 Wickenburgstreet, 45147, Essen, Germany. 3. Department of Orthopaedic and Trauma Surgery, Lucerne Cantonal Hospital, Spitalstreet, 6000, Lucerne, Switzerland. 4. Department of Diagnostic and Interventional Radiology, Medical Faculty, RWTH Aachen University, 30 Pauwelsstreet, 52074, Aachen, Germany. 5. Department of Orthopaedic Trauma, Medical Faculty, RWTH Aachen University, 30 Pauwelsstreet, 52074, Aachen, Germany. 6. Department for General, Trauma and Reconstructive Surgery, Ludwig Maximilian University Munich, Marchioninistreet, 81377, Munich, Germany. 7. Center for Orthopaedics and Trauma Surgery, University Hospital Giessen and Marburg GmbH, Baldingerstreet, 35043, Marburg, Germany. 8. Department of Orthopaedic and Trauma Surgery, Lucerne Cantonal Hospital, Spitalstreet, 6000, Lucerne, Switzerland. matthias.knobe@luks.ch. 9. Department of Orthopaedic Trauma, Medical Faculty, RWTH Aachen University, 30 Pauwelsstreet, 52074, Aachen, Germany. matthias.knobe@luks.ch.
Abstract
OBJECTIVE: The aim of this prospective randomised trial was to assess the impact of the team-based learning approach on basic musculoskeletal ultrasound skills in comparison to both peer-assisted and conventional teaching and to examine the influence of gender and learning style on learning outcomes. METHODS: In this prospective randomised trial, we randomly assigned 88 students to 3 groups: team-based learning (n = 19), peer-assisted learning (n = 36) and conventional teaching (n = 33). Pre-existing knowledge was assessed using a multiple-choice (MC) exam. Student performance after completing the course was measured using an Objective Structured Clinical Examination (OSCE) and a second MC exam. Students were asked to complete Kolb's Learning Style Inventory and to evaluate the course. RESULTS: There was a significant gain in theoretical knowledge for all students (p < 0.001). The team-based learning groups' performance proved to be significantly superior on the OSCE (p = 0.001). As gender had no significant effect on practical or theoretical performance, learning style was linked to differences in the practical outcome. An evaluation showed overall satisfaction with the course and with the respective teaching methods. CONCLUSION:Team-based learning proved to be superior to peer-assisted and conventional teaching of musculoskeletal ultrasound skills.
RCT Entities:
OBJECTIVE: The aim of this prospective randomised trial was to assess the impact of the team-based learning approach on basic musculoskeletal ultrasound skills in comparison to both peer-assisted and conventional teaching and to examine the influence of gender and learning style on learning outcomes. METHODS: In this prospective randomised trial, we randomly assigned 88 students to 3 groups: team-based learning (n = 19), peer-assisted learning (n = 36) and conventional teaching (n = 33). Pre-existing knowledge was assessed using a multiple-choice (MC) exam. Student performance after completing the course was measured using an Objective Structured Clinical Examination (OSCE) and a second MC exam. Students were asked to complete Kolb's Learning Style Inventory and to evaluate the course. RESULTS: There was a significant gain in theoretical knowledge for all students (p < 0.001). The team-based learning groups' performance proved to be significantly superior on the OSCE (p = 0.001). As gender had no significant effect on practical or theoretical performance, learning style was linked to differences in the practical outcome. An evaluation showed overall satisfaction with the course and with the respective teaching methods. CONCLUSION: Team-based learning proved to be superior to peer-assisted and conventional teaching of musculoskeletal ultrasound skills.
Authors: Tami L Remington; Barry E Bleske; Tracy Bartholomew; Michael P Dorsch; Sally K Guthrie; Kristin C Klein; Jeffrey M Tingen; Trisha D Wells Journal: Am J Pharm Educ Date: 2017-04 Impact factor: 2.047