의학교육에서의 효과적인 팀 바탕학습 운영 방안 및 기대효과
Methods of Effective Team-Based Learning Administration and Expected Effects on Medical Education
0
조회
0
다운로드
45
인용
0
참고문헌
키워드
초록
Purpose: The aim of this study was to analyze the results of quantitative and qualitative student evaluations of team-based learning (TBL) and student achievement evaluations during TBL. Methods: Questionnaires that evaluated medical student perception and self-assessment of the TBL experience included 38questions on the TBL process. Also, we used scores from the TBL session to investigate student academic achievement. Results: Our results showed that the more proper the educational environments were, the more focused students were on team learning. According to the distribution period for preliminary assignments, there was a difference in self-directed learning. In addition,team members had the opportunity to learn new knowledge by interacting with each other, and when they had the experience of feedback, they understood the instruction topics through team learning better. With regard to peer evaluation, the students who recognized the importance of assessment studied more sincerely and honestly. By experiencing the TBL process, every team showed a high significance in the group readiness assurance test score compared with the individual readiness assurance test score, and student satisfaction with the TBL and expectation levels about capacity strengthening increased as well. Conclusion: TBL is an effective teaching and learning method and has positive impacts on student academic achievement. A study on student academic achievement and perception of TBL is expected to provide medical educators with suggestions on planning teaching strategies for effective TBL administration.
Abstract
Purpose: The aim of this study was to analyze the results of quantitative and qualitative student evaluations of team-based learning (TBL) and student achievement evaluations during TBL. Methods: Questionnaires that evaluated medical student perception and self-assessment of the TBL experience included 38questions on the TBL process. Also, we used scores from the TBL session to investigate student academic achievement. Results: Our results showed that the more proper the educational environments were, the more focused students were on team learning. According to the distribution period for preliminary assignments, there was a difference in self-directed learning. In addition,team members had the opportunity to learn new knowledge by interacting with each other, and when they had the experience of feedback, they understood the instruction topics through team learning better. With regard to peer evaluation, the students who recognized the importance of assessment studied more sincerely and honestly. By experiencing the TBL process, every team showed a high significance in the group readiness assurance test score compared with the individual readiness assurance test score, and student satisfaction with the TBL and expectation levels about capacity strengthening increased as well. Conclusion: TBL is an effective teaching and learning method and has positive impacts on student academic achievement. A study on student academic achievement and perception of TBL is expected to provide medical educators with suggestions on planning teaching strategies for effective TBL administration.
참고문헌 (18)
- Cheng YC, "What effective classroom? Towards a paradigm shift", Sch Eff Sch Improv, 19, pp.365~385 (2008)
- "LCME accreditation standard"[URL]
- Light R, "The Harvard assessment seminars. Cambridge" (1990), Harvard Graduate School of Education
- Michaelsen LK, "Team based learning: a transformative use of small groups in college teaching. 2nd ed. Sterling" (2004), Stylus Publishing
- Thompson BM, "Team based learning at ten medical schools: two years later", Med Educ, 41, pp.250~257 (2007)
- Michaelsen LK, "Team based learning for health professions education" (2007), Stylus Publishing
- Baek YK, "Instructional method and technology. 2nd ed", pp.187~189 (2008), Hakjisa
- Lee JB, "Social change and university education in Korea", Theory Pract Educ, 9, pp.53~75 (2004)
- Shin DR, "The effects of teachers' feedback on self efficacy and academic achievements", J Curriculum Stud, 19, pp.319~342 (2001)
- Levine RE, "Peer evaluation on a clinical clerkship: students' attitudes, experiences, and correlations with traditional assessments", Acad Psychiatry, 31, pp.19~24 (2007)
- Jang BH, "The evaluation of problem base learning", The 12th Combined Meeting of Medical Education, pp.89~102 (2002)
- Ballantyne R, "Developing procedures for implementing peer assessment in large classes using an action research process", Assess Eval High Educ, 27, pp.427~441 (2002)
- Reiter HI, "Self and peer assessment in tutorials: application of a relativeranking model", Acad Med, 77, pp.1134~1139 (2002)
- Cheng W, "Making a difference: using peers to assess individual students' contributions to group project", Teach High Educ, 5, pp.243~255 (2000)
- Van Rosendaal GM, "Comparing peer and faculty evaluations in an internal medicine residency", Acad Med, 69, pp.299~303 (1994)
- Koles P, "Active learning in a year 2 pathology curriculum", Med Educ, 39, pp.1045~1055 (2005)
- Nieder GL, "Teambased learning in a medical gross anatomy and embryology course", Clin Anat, 18, pp.56~63 (2005)
- Cho AR, "Perception of faculty on team based learning in medical education", The 25th Medical Education Conference, pp.260~ (2009)