The effectiveness of online team-based learning in introduction to medical ethics education for medical students at a medical college of Nepal: a pilot study
Abstract Background: The effectiveness of online classes is always a concern, and it can be overcome by opting for active learning strategies like team-based learning (TBL). This study was conducted to find out the effectiveness of online TBL as an active learning strategy. We also aimed to explore...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2022-11-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-022-03813-w |
| _version_ | 1797988430672560128 |
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| author | Nuwadatta Subedi Neelu Hirachan Sabita Paudel Bijayata Shrestha Anju Pradhan Anish Subedee Xiaodan Li |
| author_facet | Nuwadatta Subedi Neelu Hirachan Sabita Paudel Bijayata Shrestha Anju Pradhan Anish Subedee Xiaodan Li |
| author_sort | Nuwadatta Subedi |
| collection | DOAJ |
| description | Abstract Background: The effectiveness of online classes is always a concern, and it can be overcome by opting for active learning strategies like team-based learning (TBL). This study was conducted to find out the effectiveness of online TBL as an active learning strategy. We also aimed to explore the satisfaction and perception of students toward TBL. Methods: This is a mixed-method study conducted among 29 third-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students of Gandaki Medical College using purposive sampling method in the duration of January to September 2021. Three two hours online TBL sessions were used for teaching introduction to medical ethics. The individual readiness assurance test (IRAT) scores were compared to the group readiness assurance test (GRAT) scores to evaluate the effect of TBL through cooperative learning. Learner reactions and satisfaction of students towards TBL were assessed using a validated questionnaire comprising of a five-point Likert scale. An open-ended question asking the participants to describe their overall experience of the TBL sessions was also included to explore their perceptions towards TBL. The data were collected using Google form and exported to Microsoft Excel and the quantitative data were then analyzed using Statistical Package for Social Sciences (SPSS) version 16.0. To check the normal distribution of the data, Kolmogorov Smirnov and Shapiro-Wilk test were used. Non-parametric tests were used for the non-normally distributed data. P value of < 0.05 was regarded as significant. Thematic analysis was conducted for the qualitative data. Results: The median GRAT scores were significantly higher (p = 0.006 in TBL 1 and 0.001 in TBL 2) than IRAT scores. Learner reactions toward TBL sessions were positive as shown by the mean scores which were in the range of 3.59 to 4.66. Five themes were generated from the codes: “effective learning method”, “positive experience”, “gained knowledge”, “expression of gratitude” and “the way of conduction of the sessions”. Conclusion: Online TBL in medical ethics was effective as a teaching learning tool in our setting. The students were satisfied with the learning process and rated the learning strategy positively. |
| first_indexed | 2024-04-11T08:03:01Z |
| format | Article |
| id | doaj.art-c20f46e0a27d423aaf8a9345ae840133 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-11T08:03:01Z |
| publishDate | 2022-11-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-c20f46e0a27d423aaf8a9345ae8401332022-12-22T04:35:39ZengBMCBMC Medical Education1472-69202022-11-012211810.1186/s12909-022-03813-wThe effectiveness of online team-based learning in introduction to medical ethics education for medical students at a medical college of Nepal: a pilot studyNuwadatta Subedi0Neelu Hirachan1Sabita Paudel2Bijayata Shrestha3Anju Pradhan4Anish Subedee5Xiaodan Li6Department of Forensic Medicine, Gandaki Medical College Teaching Hospital and Research Center, Gandaki ProvinceDepartment of Forensic Medicine, Gandaki Medical College Teaching Hospital and Research Center, Gandaki ProvinceDepartment of Pharmacology, Gandaki Medical College Teaching Hospital and Research Center, Gandaki ProvinceDepartment of Oral Pathology, Gandaki Medical College Teaching Hospital and Research Center, Gandaki ProvinceDepartment of Pathology, BP Koirala Institute of Health SciencesDepartment of Radiology, Narayani Samudayik HospitalDepartment of Internal Medicine, Zhujiang Hospital, Director of Teaching and Research, Southern Medical UniversityAbstract Background: The effectiveness of online classes is always a concern, and it can be overcome by opting for active learning strategies like team-based learning (TBL). This study was conducted to find out the effectiveness of online TBL as an active learning strategy. We also aimed to explore the satisfaction and perception of students toward TBL. Methods: This is a mixed-method study conducted among 29 third-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students of Gandaki Medical College using purposive sampling method in the duration of January to September 2021. Three two hours online TBL sessions were used for teaching introduction to medical ethics. The individual readiness assurance test (IRAT) scores were compared to the group readiness assurance test (GRAT) scores to evaluate the effect of TBL through cooperative learning. Learner reactions and satisfaction of students towards TBL were assessed using a validated questionnaire comprising of a five-point Likert scale. An open-ended question asking the participants to describe their overall experience of the TBL sessions was also included to explore their perceptions towards TBL. The data were collected using Google form and exported to Microsoft Excel and the quantitative data were then analyzed using Statistical Package for Social Sciences (SPSS) version 16.0. To check the normal distribution of the data, Kolmogorov Smirnov and Shapiro-Wilk test were used. Non-parametric tests were used for the non-normally distributed data. P value of < 0.05 was regarded as significant. Thematic analysis was conducted for the qualitative data. Results: The median GRAT scores were significantly higher (p = 0.006 in TBL 1 and 0.001 in TBL 2) than IRAT scores. Learner reactions toward TBL sessions were positive as shown by the mean scores which were in the range of 3.59 to 4.66. Five themes were generated from the codes: “effective learning method”, “positive experience”, “gained knowledge”, “expression of gratitude” and “the way of conduction of the sessions”. Conclusion: Online TBL in medical ethics was effective as a teaching learning tool in our setting. The students were satisfied with the learning process and rated the learning strategy positively.https://doi.org/10.1186/s12909-022-03813-wActive learningCode of ethicsMedical educationMedical ethicsCollaborative learning |
| spellingShingle | Nuwadatta Subedi Neelu Hirachan Sabita Paudel Bijayata Shrestha Anju Pradhan Anish Subedee Xiaodan Li The effectiveness of online team-based learning in introduction to medical ethics education for medical students at a medical college of Nepal: a pilot study BMC Medical Education Active learning Code of ethics Medical education Medical ethics Collaborative learning |
| title | The effectiveness of online team-based learning in introduction to medical ethics education for medical students at a medical college of Nepal: a pilot study |
| title_full | The effectiveness of online team-based learning in introduction to medical ethics education for medical students at a medical college of Nepal: a pilot study |
| title_fullStr | The effectiveness of online team-based learning in introduction to medical ethics education for medical students at a medical college of Nepal: a pilot study |
| title_full_unstemmed | The effectiveness of online team-based learning in introduction to medical ethics education for medical students at a medical college of Nepal: a pilot study |
| title_short | The effectiveness of online team-based learning in introduction to medical ethics education for medical students at a medical college of Nepal: a pilot study |
| title_sort | effectiveness of online team based learning in introduction to medical ethics education for medical students at a medical college of nepal a pilot study |
| topic | Active learning Code of ethics Medical education Medical ethics Collaborative learning |
| url | https://doi.org/10.1186/s12909-022-03813-w |
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