The Experience of Introduction Team-Based Learning（TBL）
10.11307/mededjapan.44.397
- VernacularTitle:チーム基盤型学習の導入経験
- Author:
Hitoshi Naruse
;
Keiko Takahashi
;
Kei-Ichiro Suzuki
- Publication Type:Journal Article
- Keywords:
team-based learning;
peer evaluation;
symptomatology;
active learning
- From:Medical Education
2013;44(6):397-405
- CountryJapan
- Language:Japanese
-
Abstract:
Introduction: Our school adopted team-based learning （TBL） in symptomatology classes for fourth-year students in 2010.
Method: This study examined the effects and problems of using a questionnaire survey involving students.
Results: The final scores of the students were distributed widely between approximately 65 to 90 points, indicating that TBL increased the spread of scores. The results of the survey showed that many students considered TBL to be a more effective approach than class-based learning, but most students showed an unfavorable attitude toward peer assessment. However, the results of multiple linear regression analysis showed no correlation between the survey results and final scores. The students who did not work together had better scores than students who did （p＝0.048）.
Discussion: The findings suggest that students’ scores after TBL are correlated with those after class-based teaching and that TBL helps improve students’ scores, especially those for case-study questions.
