Is remediation program using team-based learning effective for at-risk medical students?.
- Author:
Kyung Duk PARK
1
;
Bora KIM
;
Taeyeon KIM
;
Seara PHYO
;
Sun Jung MYUNG
Author Information
1. Office of Medical Education, Seoul National University College of Medicine, Seoul, Korea. issac73@snu.ac.kr
- Publication Type:Original Article
- Keywords:
Team-based learning;
Clinical knowledge examination;
Remediation;
Medical education
- MeSH:
Education, Medical;
Humans;
Learning*;
Licensure;
Methods;
Students, Medical*
- From:Korean Journal of Medical Education
2014;26(1):25-29
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: Although remediation and reassessment of at-risk students are essential functions of medical education, there are no guidelines on how best to remediate such students. In this study, we described and examined the effectiveness of a remediation program that was delivered as team-based learning (TBL) sessions. METHODS: After a written examination, 15 of 145 fourth-year students were found to require remediation, and assigned to teams of four to five students. Clinical topics related to items of the Korean Medical License Examination were taught in the remediation period of 3 weeks, and all students took reexamination. Changes in test scores were analyzed, and student feedback was documented. RESULTS: Students who participated in the remediation program had significantly better total scores on re-examination (remediation group 225.8 to 263.0 vs. control group 290.8 to 304.0, p<0.05). Most students found that the remediation program was instructive and helped them prepare for the examination. Moreover, students gained confidence, and all of them passed the graduation examination. CONCLUSION: TBL is an effective method of remediating at-risk students. Further research with regard to the successful design and implementation of a remediation program for at-risk students is needed.
