Mona Mlika1, Rim Charfi2, Sarah Cheikhrouhou2, Faouzi Mezni3. 1. University of Tunis El Manar, University of Medicine of Tunis, Tunisia; Department of Pathology, Habib Thameur Hospital, Tunisia; Laboratory research: LR18SP06, Tunisia. Electronic address: mlika.zorgati.mona@hotmail.com. 2. University of Tunis El Manar, University of Medicine of Tunis, Tunisia. 3. University of Tunis El Manar, University of Medicine of Tunis, Tunisia; Department of Pathology, Habib Thameur Hospital, Tunisia; Laboratory research: LR18SP06, Tunisia.
Abstract
BACKGROUND: Team-based learning (TBL) is an active method of learning aiming to the promotion of the teamwork and improvement of critical thinking. Students of our university weren't used to TBL. We tried to implement a learning session combining TBL and lectures. METHODS: The study included residents in pathology. The learning scenario consisted in lectures followed by a TBL. Four steps characterized the learning scenario: an individual preparation based on resources made available in the internet by the tutors, an individual readiness assurance test (iRAT) performed during the first 15minutes of the session, a team readiness assurance test (tRAT) and a peer evaluation step. The final students' score was calculated by summing score A (iRAT weighted to 70%) and score C (derived by multiplying the score B [tRAT weighted to 30%] with percentage of peer evaluation). Anova test and Pearson coefficient were used to perform the statistical analyses. RESULTS: Forty-one residents were included. We assessed an improvement of the tRAT in comparison to iRAT. The only correlations established were between the iRAT and the tRAT and the tRAT and the students' scores. CONCLUSION: Implementing TBL in medical universities may induce an improvement of the individual knowledge and a change in behaviourism.
BACKGROUND: Team-based learning (TBL) is an active method of learning aiming to the promotion of the teamwork and improvement of critical thinking. Students of our university weren't used to TBL. We tried to implement a learning session combining TBL and lectures. METHODS: The study included residents in pathology. The learning scenario consisted in lectures followed by a TBL. Four steps characterized the learning scenario: an individual preparation based on resources made available in the internet by the tutors, an individual readiness assurance test (iRAT) performed during the first 15minutes of the session, a team readiness assurance test (tRAT) and a peer evaluation step. The final students' score was calculated by summing score A (iRAT weighted to 70%) and score C (derived by multiplying the score B [tRAT weighted to 30%] with percentage of peer evaluation). Anova test and Pearson coefficient were used to perform the statistical analyses. RESULTS: Forty-one residents were included. We assessed an improvement of the tRAT in comparison to iRAT. The only correlations established were between the iRAT and the tRAT and the tRAT and the students' scores. CONCLUSION: Implementing TBL in medical universities may induce an improvement of the individual knowledge and a change in behaviourism.
Authors: El-Fatih Z El-Samani; Karim Eldin M A Salih; Jalal Ali Bilal; Emtinan K Hamid; Omer Abdelgadir Elfaki; Muawia E A Idris; Hind A Elsiddig; Maha M Salim; Hashim Missawi; Mohammed Abass; Walyeldin Elfakey Journal: Adv Med Educ Pract Date: 2021-12-24
Authors: Roko Žaja; Hana Brborović; Dominik Oroz; Katarina Zahariev Vukšinić; Marija Bubaš; Tajana Božić; Milan Milošević Journal: Arh Hig Rada Toksikol Date: 2021-06-28 Impact factor: 2.078