의학교육에서의 팀 바탕학습 운영과 효과성에 대한 고찰
Review on the administration and effectiveness of team-based learning in medical education
1
조회
0
다운로드
13
인용
0
참고문헌
키워드
초록
Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered:classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.
Abstract
Team-based learning (TBL) is an active learning approach. In recent years, medical educators have been increasingly using TBL in their classes. We reviewed the concepts of TBL and discuss examples of international cases. Two types of TBL are administered:classic TBL and adapted TBL. Combining TBL and problem-based learning (PBL) might be a useful strategy for medical schools. TBL is an attainable and efficient educational approach in preparing large classes with regard to PBL. TBL improves student performance, team communication skills, leadership skills, problem solving skills, and cognitive conceptual structures and increases student engagement and satisfaction. This study suggests recommendations for administering TBL effectively in medical education.
참고문헌 (32)
- Han JJ, "Global doctor’s role and outcome-based medical education", Ewha Med J, 36, pp.3~8 (2013)
- Dent JA, "New horizons in medical education, In A practical guide for medical teachers", pp.2~9 (2006), Elsevier Churchill Livingstone
- Parmelee DX, "Team-based learning: moving forward in curriculum innovation: a commentary", Med Teach, 32, pp.105~107 (2010)
- "MedEdPORTAL" (2013)[URL]
- Parmelee DX, "Team-based learning: a practical guide: AMEE guide no. 65", Med Teach, 34, pp.e275~e287 (2012)
- Haidet P, "Perspective: guidelines for reporting team-based learning activities in the medical and health sciences education literature", Acad Med, 87, pp.292~299 (2012)
- Parmelee DX, "Twelve tips for doing effective team-based learning", Med Teach, 32, pp.118~122 (2010)
- "Introduction to team-based learning" (2009)[URL]
- "TBL students handout" (2010)[URL]
- Michaelsen LK, "Fundamental principles and practices of team-based learning, In Team-based learning for health professions education", pp.9~34 (2008), Stylus Publishing
- Fujikura T, "Team-based learning using an audience response system: a possible new strategy for interactive medical education", J Nippon Med Sch, 80, pp.63~69 (2013)
- Masters K, "Student response to team-based learning and mixed gender teams in an undergraduate medical informatics course", Sultan Qaboos Univ Med J, 12, pp.344~351 (2012)
- Nieder GL, "Teambased learning in a medical gross anatomy and embryology course", Clin Anat, 18, pp.56~63 (2005)
- Anwar K, "Comparing the efficacy of team based learning strategies in a problem based learning curriculum", APMIS, 120, pp.718~723 (2012)
- Abdelkhalek N, "Using team-based learning to prepare medical students for future problem-based learning", Med Teach, 32, pp.123~129 (2010)
- Kim S, "Student centered medical education", Korean J Med Educ, 24, pp.279~280 (2012)
- Hrynchak P, "The educational theory basis of team-based learning", Med Teach, 34, pp.796~801 (2012)
- Brich J, "Feasibility, acceptance and impact of team-based learning in neurology: a pilot study", GMS Z Med Ausbild, 30, pp.Doc20~ (2013)
- Inuwa IM, "Implementing a modified team-based learning strategy in the first phase of an outcome-based curriculum: challenges and prospects", Med Teach, 34, pp.e492~e499 (2012)
- 조아라, "의학교육에서의 효과적인 팀 바탕학습 운영 방안 및 기대효과", Korean Journal of Medical Education, 22(1), pp.47~55 (2010), 한국의학교육학회
- Burgess AW, "Team-based learning methods in teaching topographical anatomy by dissection", ANZ J Surg, 82, pp.457~460 (2012)
- Tan NC, "A controlled study of team-based learning for undergraduate clinical neurology education", BMC Med Educ, 11, pp.91~ (2011)
- Vasan NS, "Team-based learning in anatomy: an efficient, effective, and economical strategy", Anat Sci Educ, 4, pp.333~339 (2011)
- Koles P, "Active learning in a Year 2 pathology curriculum", Med Educ, 39, pp.1045~1055 (2005)
- Okubo Y, "Team-based learning, a learning strategy for clinical reasoning, in students with problem-based learning tutorial experiences", Tohoku J Exp Med, 227, pp.23~29 (2012)
- Borges NJ, "Development of emotional intelligence in a team-based learning internal medicine clerkship", Med Teach, 34, pp.802~806 (2012)
- Bick RJ, "Interactive teaching: problem solving and integration of basic science concepts into clinical scenarios using team-based learning", J Int Assoc Med Sci Educ, 19, pp.26~34 (2009)
- Parmelee DX, "Team-based learning: a relevant strategy in health professionals' education", Med Teach, 34, pp.411~413 (2012)
- Thomas PA, "A controlled trial of team-based learning in an ambulatory medicine clerkship for medical students", Teach Learn Med, 23, pp.31~36 (2011)
- Wiener H, "Team-based learning in intensive course format for first-year medical students", Croat Med J, 50, pp.69~76 (2009)
- 박귀화, "일개 의과대학 학생들의 개인적 특성에 따른 팀바탕학습 인식도 조사", Korean Journal of Medical Education, 25(2), pp.113~122 (2013), 한국의학교육학회
- Huh S, "How to administer the peer evaluation in team-based learning", Korean J Med Educ, 24, pp.359~361 (2012)