The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores.
Background:The Faculty of Medicine at the American University of Beirut implemented a new medical curriculum, which included 90 team-based learning (TBL) sessions in years 1 and 2 of medical school. Methods:A validated team performance scale (TPS) and peer evaluation of communication skills, profess...
| Publicado en: | Medical Teacher Vol. 38; no. 10; pp. 1017 - 1025 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Oct2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=118586821&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 118586821 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: Oct2016 vid: 38 iid: 10 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 118586821 118586821 118586821 10.3109/0142159X.2016.1147537 118586821 ppf: 1017 ppct: 8 formats: tig: atl: The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores. aug: au: Zgheib, Nathalie K. Dimassi, Zakia Bou Akl, Imad Badr, Kamal F. Sabra, Ramzi affil: Department of Pharmacology and Toxicology, American University of Beirut, Beirut, Lebanon sug: subj: Teamwork Group Processes Education, Medical Students, Medical Student Performance Appraisal Teaching Methods Outcomes of Education Human Lebanon Scales Communication Skills Professionalism Personal Growth Critical Thinking Prospective Studies Problem Solving Summated Rating Scaling Descriptive Statistics Data Analysis Software P-Value T-Tests ab: Background:The Faculty of Medicine at the American University of Beirut implemented a new medical curriculum, which included 90 team-based learning (TBL) sessions in years 1 and 2 of medical school. Methods:A validated team performance scale (TPS) and peer evaluation of communication skills, professionalism and personal development were collected at different time points during the two years. Grades on the individual and group readiness assurance tests and an evaluation form were collected after every TBL session. Results:Students generally positively evaluated most TBL sessions as promoters of critical thinking and appreciated the self-learning experience, though they preferred and had better individual grades on those that entailed preparation of didactic lectures. There was a sustained and cumulative improvement in teamwork skills over time. Similar improvement was noted with peer evaluations of communication skills, professionalism, and personal development over time. Conclusions:This is the first report about such a longitudinal follow-up of medical students who were exposed to a large number of TBL sessions over two years. The results support the suggestion that TBL improves medical students’ team dynamics and their perceived self-learning, problem solving and communication skills, as well as their professionalism and personal development. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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