Team-Based Learning: A New Approach Toward Improving Education
Team-based learning is designed to provide students with both conceptual and procedural knowledge, aiming to enhance active learning and critical thinking. In the present study, team-based learning and lecture methods in teaching the “hospital organization and management” course among hospital manag...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Tehran University of Medical Sciences
2016-11-01
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| Series: | Acta Medica Iranica |
| Subjects: | |
| Online Access: | https://acta.tums.ac.ir/index.php/acta/article/view/5366 |
| _version_ | 1811267865123225600 |
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| author | Rita Rezaee Neda Moadeb Nasrin shokrpour |
| author_facet | Rita Rezaee Neda Moadeb Nasrin shokrpour |
| author_sort | Rita Rezaee |
| collection | DOAJ |
| description | Team-based learning is designed to provide students with both conceptual and procedural knowledge, aiming to enhance active learning and critical thinking. In the present study, team-based learning and lecture methods in teaching the “hospital organization and management” course among hospital management students were compared. This quasi-experimental study was conducted on 25 undergraduate students of management. Teaching sessions were divided into two parts. The first part was taught with interactive lectures and the second part with team-based learning method. The students' knowledge was measured before, immediately and two months (late post-test) after teaching. Finally, the mean scores of the final exam and students' satisfaction towards the methods of teaching were measured. There was an improvement in test scores of the students after the TBL sessions when compared to the test scores after lecture sessions (P<0.001). Also, TBL group had significantly a higher amount of knowledge retention compared to the lecture group (P<0.001), but no significant relationship was found between the mean scores of the final exam in the TBL and lecture groups (P=0.116). Finally, the majority of the respondents were more satisfied with TBL sessions compared to the ones held through lecture (P=0.037). The results indicated that TBL provides a better outcome for students. We found that the TBL approach allowed us to create an active learning environment that contributed to the improvement of the students’ performances. |
| first_indexed | 2024-04-12T21:10:18Z |
| format | Article |
| id | doaj.art-37be566e387b4aa0938b63a9826bd602 |
| institution | Directory Open Access Journal |
| issn | 0044-6025 1735-9694 |
| language | English |
| last_indexed | 2024-04-12T21:10:18Z |
| publishDate | 2016-11-01 |
| publisher | Tehran University of Medical Sciences |
| record_format | Article |
| series | Acta Medica Iranica |
| spelling | doaj.art-37be566e387b4aa0938b63a9826bd6022022-12-22T03:16:36ZengTehran University of Medical SciencesActa Medica Iranica0044-60251735-96942016-11-0154105075Team-Based Learning: A New Approach Toward Improving EducationRita Rezaee0Neda Moadeb1Nasrin shokrpour2Quality Improvement in Clinical Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.Shiraz University of Medical Sciences, Shiraz, Iran.English Department, Shiraz University of Medical Sciences, Shiraz, Iran.Team-based learning is designed to provide students with both conceptual and procedural knowledge, aiming to enhance active learning and critical thinking. In the present study, team-based learning and lecture methods in teaching the “hospital organization and management” course among hospital management students were compared. This quasi-experimental study was conducted on 25 undergraduate students of management. Teaching sessions were divided into two parts. The first part was taught with interactive lectures and the second part with team-based learning method. The students' knowledge was measured before, immediately and two months (late post-test) after teaching. Finally, the mean scores of the final exam and students' satisfaction towards the methods of teaching were measured. There was an improvement in test scores of the students after the TBL sessions when compared to the test scores after lecture sessions (P<0.001). Also, TBL group had significantly a higher amount of knowledge retention compared to the lecture group (P<0.001), but no significant relationship was found between the mean scores of the final exam in the TBL and lecture groups (P=0.116). Finally, the majority of the respondents were more satisfied with TBL sessions compared to the ones held through lecture (P=0.037). The results indicated that TBL provides a better outcome for students. We found that the TBL approach allowed us to create an active learning environment that contributed to the improvement of the students’ performances.https://acta.tums.ac.ir/index.php/acta/article/view/5366Training methodsLectureTeam-based learningKnowledge retention |
| spellingShingle | Rita Rezaee Neda Moadeb Nasrin shokrpour Team-Based Learning: A New Approach Toward Improving Education Acta Medica Iranica Training methods Lecture Team-based learning Knowledge retention |
| title | Team-Based Learning: A New Approach Toward Improving Education |
| title_full | Team-Based Learning: A New Approach Toward Improving Education |
| title_fullStr | Team-Based Learning: A New Approach Toward Improving Education |
| title_full_unstemmed | Team-Based Learning: A New Approach Toward Improving Education |
| title_short | Team-Based Learning: A New Approach Toward Improving Education |
| title_sort | team based learning a new approach toward improving education |
| topic | Training methods Lecture Team-based learning Knowledge retention |
| url | https://acta.tums.ac.ir/index.php/acta/article/view/5366 |
| work_keys_str_mv | AT ritarezaee teambasedlearninganewapproachtowardimprovingeducation AT nedamoadeb teambasedlearninganewapproachtowardimprovingeducation AT nasrinshokrpour teambasedlearninganewapproachtowardimprovingeducation |