The pharmacology course for preclinical students using team-based learning
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
Purpose: A pharmacology course in undergraduate medical education aims to enable students to cultivate the ability of applying drugs in the clinical context using basic scientific knowledge. Although team-based learning could be a useful approach, the literature on pharmacology education using team-based learning is limited. This study aims to evaluate the effectiveness of a pharmacology course using team-based learning. Methods: We developed an “integrated clinical pharmacology” course for first-year medical students. All 49 students enrolled in the course. Individual and group scores were recorded for each session, and a post-course survey was conducted after the course. We compared the performance of the current class to that of a previous class based on scores in a nationwide test conducted at the end of every year. Results: The reactions of the students were generally positive, with the exception of their perception of the preparatory burdens for the individual test. Throughout the team-based learning sessions, the achievement at the group level was significantly higher than at the individual level. In the nationwide test, however, when we divided students into high and low achiever groups, only the low achievers demonstrated significant improvement compared to the cohort from the previous year. Conclusion: The study demonstrates that team-based learning could be an effective way of teaching pharmacology to medical students in the preclinical stage. Although most of the students were actively engaged regardless of their preparedness, low-achieving students in particular seemed to gain more benefits than high achievers regarding the acquisition of knowledge.
Abstract
Purpose: A pharmacology course in undergraduate medical education aims to enable students to cultivate the ability of applying drugs in the clinical context using basic scientific knowledge. Although team-based learning could be a useful approach, the literature on pharmacology education using team-based learning is limited. This study aims to evaluate the effectiveness of a pharmacology course using team-based learning. Methods: We developed an “integrated clinical pharmacology” course for first-year medical students. All 49 students enrolled in the course. Individual and group scores were recorded for each session, and a post-course survey was conducted after the course. We compared the performance of the current class to that of a previous class based on scores in a nationwide test conducted at the end of every year. Results: The reactions of the students were generally positive, with the exception of their perception of the preparatory burdens for the individual test. Throughout the team-based learning sessions, the achievement at the group level was significantly higher than at the individual level. In the nationwide test, however, when we divided students into high and low achiever groups, only the low achievers demonstrated significant improvement compared to the cohort from the previous year. Conclusion: The study demonstrates that team-based learning could be an effective way of teaching pharmacology to medical students in the preclinical stage. Although most of the students were actively engaged regardless of their preparedness, low-achieving students in particular seemed to gain more benefits than high achievers regarding the acquisition of knowledge.
참고문헌 (29)
- Woods NN, "The value of basic science n clinical diagnosis", Acad Med, 81(10 Suppl), pp.S124~S127 (2006)
- Kulasegaram KM, "Cognition before curriculum : rethinking the integration of basic science and clinical learning", Acad Med, 88(10), pp.1578~1585 (2013)
- Kulasegaram K, "Cause and effect: testing a mechanism and method for the cognitive integration of basic science", Acad Med, 90(11 Suppl), pp.S63~S69 (2015)
- Dolmans D, "Should we choose between problem-based learning and team-based learning", No, combine the best of both worlds! Med Teach, 37(4), pp.354~359 (2015)
- Haramati A, "Educating the educators : a key to curricular integration", Acad Med, 90(2), pp.133~135 (2015)
- Parmelee D, "Teambased learning: a practical guide: AMEE guide no. 65", Med Teach, 34(5), pp.e275~e287 (2012)
- White C, "Why are medical students ‘checking out’ of active learning in a new curriculum?", Med Educ, 48(3), pp.315~324 (2014)
- Varpio L, "Is transferring an educational innovation actually a process of transformation?", Adv Health Sci Educ Theory Pract, 17(3), pp.357~367 (2012)
- Burgess AW, "Applying established guidelines to team-based learning programs in medical schools : a systematic review", Acad Med, 89(4), pp.678~688 (2014)
- Parmelee DX, "Twelve tips for doing effective team-based learning(TBL)", Med Teach, 32(2), pp.118~122 (2010)
- Fatmi M, "The effectiveness of team-based learning on learning outcomes in health professions education: BEME guide no. 30", Med Teach, 35(12), pp.e1608~e1624 (2013)
- Levine RE, "The facilitator instrument for team-based learning(FIT)", Teach Learn Med, 32(1), pp.82~90 (2020)
- Koles PG, "The impact of team-based learning on medical students’academic performance", Acad Med, 85(11), pp.1739~1745 (2010)
- Zgheib NK, "The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores", Med Teach, 38(10), pp.1017~1024 (2016)
- Bou Akl I, "Teaching clinical pharmacology using team-based learning : a comparison between third-and fourth-year medical students", J Clin Pharmacol, 52(12), pp.1806~1814 (2012)
- Zgheib NK, "Using team-based learning to teach clinical pharmacology in medical school : student satisfaction and improved performance", J Clin Pharmacol, 51(7), pp.1101~1111 (2011)
- 문광호, "Verification of learner’s differences by team-based learning in biochemistry classes", Korean Journal of Medical Education, 29(4), pp.263~269 (2017), 한국의학교육학회
- 박경덕, "팀바탕학습을 응용한 보충수업 운영경험", Korean Journal of Medical Education, 26(1), pp.25~29 (2014), 한국의학교육학회[DOI]
- Cianciolo AT, "Learning theory and educational intervention : producing meaningful evidence of impact through layered analysis", Acad Med, 94(6), pp.789~794 (2019)
- Elo S, "The qualitative content analysis process", J Adv Nurs, 62(1), pp.107~115 (2008)
- Cook DA, "Twelve tips for evaluating educational programs", Med Teach, 32(4), pp.296~301 (2010)
- LeBlanc VR, "Predictable chaos : a review of the effects of emotions on attention, memory and decision making", Adv Health Sci Educ Theory Pract, 20(1), pp.265~282 (2015)
- Van de Ridder JM, "Framing of feedback impacts student’s satisfaction, self-efficacy and performance", Adv Health Sci Educ Theory Pract, 20(3), pp.803~816 (2015)
- Moreau KA, "Has the new Kirkpatrick generation built a better hammer for our evaluation toolbox?", Med Teach, 39(9), pp.999~1001 (2017)
- Azer SA, "Enhancing learning approaches : practical tips for students and teachers", Med Teach, 35(6), pp.433~443 (2013)
- Lockyer J, "Core principles of assessment in competency-based medical education", Med Teach, 39(6), pp.609~616 (2017)
- Tekian A, "Assessing competencies using milestones along the way", Med Teach, 37(4), pp.399~402 (2015)
- Leung WC, "Competency based medical training : review", BMJ, 325(7366), pp.693~696 (2002)
- Cook DA, "If you teach them, they will learn : why medical education needs comparative effectiveness research", Adv Health Sci Educ Theory Pract, 17(3), pp.305~310 (2012)