Flexibility of Virtual Team-based Learning in Teaching Medical Genetics

Noor Akmal Shareela Ismail

Abstract


Team-based Learning (TBL) is a global education strategy designed to inculcate self-directed and active learning. The fallout is a new breed of students who are exposed to restricted and compromised teaching and learning methods via online platforms amidst this COVID -19 pandemic. Therefore, this innovation aims to explore the application of active learning among undergraduate medical students through virtual TBL. In this pilot study, the concept of medical genetics is introduced virtually through utilizing online platforms, Microsoft TeamsTM and Universiti Kebangsaan Malaysia (UKM) Learning Management System (UKMFolioTM), while maintaining the principles of TBL. Emphasis is placed on applied learning to apply the fundamental knowledge learnt during the preparation phase through team discussions and subsequent pitching presentations. Our study indicates no significant difference (p=0.404) in the mean score of students who participated in conventional face-to-face TBL sessions and virtual TBL. This suggests that active and self-directed learning can be integrated through virtual means with reproducible excellent results as with conventional face-to-face TBL. Nonetheless, issues related to Internet stability and insufficient content experts must be addressed if we are to tackle successful virtual teaching and learning.


Keywords


education; learning management system; team-based learning; virtual learning; medical genetics.

Full Text:

PDF

References


Akcaoglu, M., & Lee, E. (2016). Increasing social presence in online learning through small group discussions. The international review of research in open and distributed learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2293.

Burgess, A., & Mellis, C. (2015). Receiving feedback from peers: medical students’ perceptions. The clinical teacher, 12(3), 203-207. https://doi.org/10.1111/tct.12260.

Burgess, A. W., McGregor, D. M., & Mellis, C. M. (2014). Applying established guidelines to team-based learning programs in medical schools: a systematic review. Acad Med, 89(4), 678-688. https://doi.org/10.1097/acm.0000000000000162.

Cevik, A. A., ElZubeir, M., Abu-Zidan, F. M., & Shaban, S. (2019). Team-based learning improves knowledge and retention in an emergency medicine clerkship. International Journal of Emergency Medicine, 12(1), 6. https://doi.org/10.1186/s12245-019-0222-2.

Chad, P. (2012). The use of team-based learning as an approach to increased engagement and learning for marketing students: A case study. Journal of Marketing Education, 34(2), 128-139. https://doi.org/10.1177%2F0273475312450388.

DeMasi, J., Harvan, R. A., & Luca, M. (2019). Online and In-class Team-Based Learning in Undergraduate Immunology: a Comparative Analysis. Medical Science Educator, 29(4), 1193-1199. https://doi.org/10.1007/s40670-019-00814-1.

Faezi, S. T., Moradi, K., Ghafar Rahimi Amin, A., Akhlaghi, M., & Keshmiri, F. (2018). The effects of team-based learning on learning outcomes in a course of rheumatology. Journal of advances in medical education & professionalism, 6(1), 22-30.

Haidet, P., & Fecile, M. L. (2006). Team-based learning: a promising strategy to foster active learning in cancer education. Journal of Cancer Education, 21(3), 125-128.

https://doi.org/10.1207/s15430154jce2103_6.

Hrynchak, P., & Batty, H. (2012). The educational theory basis of team-based learning. Medical Teacher, 34(10), 796-801. https://doi.org/10.3109/0142159x.2012.687120.

Ismail, N. A. S. (2016). Effectiveness of team-based learning in teaching medical genetics to medical undergraduates. The Malaysian journal of medical sciences: MJMS, 23(2), 73.

Jackson, L., Otaki, F., Powell, L., Ghiglione, E., & Zary, N. (2020). Study of a COVID-19 induced transition from Face-to-Face to Online Team-Based Learning in Undergraduate Family Medicine.

MedEdPublish, 9. https://doi.org/10.15694/mep.2020.000232.1.

Kaminski, A. D., Babbitt, K. M., McCarthy, M. C., Markert, R. J., Roelle, M. P., & Parikh, P. P. (2019). Team-Based Learning in the Surgery Clerkship: Impact on Student Examination Scores, Evaluations, and Perceptions. J Surg Educ, 76(2), 408-413. https://doi.org/10.1016/j.jsurg.2018.07.031.

Kim, H.-R., Song, Y., Lindquist, R., & Kang, H.-Y. (2016). Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students. Nurse Education Today, 38, 115-118. https://doi.org/10.1016/j.nedt.2015.12.003.

Li, J., Han, S.-h., & Fu, S. (2019). Exploring the relationship between students’ learning styles and learning outcomes in engineering laboratory education. Journal of Further and Higher Education, 43(8), 1064-1078. https://doi.org/10.1080/0309877X.2018.1449818.

Michaelsen, L., & Sweet, M. (2008). The Essential Elements of Team-Based Learning; chapter 1 in Team-Based Learning: Small-Group Learning’s Next Big Step. New Directions for Teaching and Learning(116). https://doi.org/10.1002/tl.330.

Michaelsen, L. K., Fink, L. D., & Knight, A. (1997). Lessons for classroom teaching and faculty development.

Ming, T. S., Mahmud, N., & Abd Razak, N. (2012). The use of wireless technology in UKM: Challenges faced and its impact on English language learning. 3L: Language, Linguistics, Literature®, 18(1).

Najdanovic-Visak, V. (2017). Team-based learning for first year engineering students. Education for Chemical Engineers, 18, 26-34. https://doi.org/10.1016/j.ece.2016.09.001.

Nashruddin, N., Ningtyas, P. R., & Ekamurti, N. (2018). Increasing The Students’ Motivation In Reading English Materials Through Task-Based Learning (TBL) Strategy (A Classroom Action Research at the First Year Students of SMP Dirgantara Makassar). Scolae: Journal of Pedagogy, 1(1), 44-53.

Parmelee, D., Michaelsen, L. K., Cook, S., & Hudes, P. D. (2012). Team-based learning: A practical guide: AMEE Guide No. 65. Medical Teacher, 34(5), e275-e287. https://doi.org/10.3109/0142159x.2012.651179.

Preisman, K. A. (2014). Teaching Presence in Online Education: From the Instructor's Point of View. Online Learning, 18(3), n3.

Sparrow, S. M., & McCabe, M. S. (2012). Team-based learning in law. Legal Writing: J. Legal Writing Inst., 18, 153. https://dx.doi.org/10.2139/ssrn.1986230.

Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28(5), 1738-1747. https://doi.org/10.1016/j.chb.2012.04.014.

Thomas, P. A., & Bowen, C. W. (2011). A controlled trial of team-based learning in an ambulatory medicine clerkship for medical students. Teaching and learning in medicine, 23(1), 31-36. https://doi.org/10.1080/10401334.2011.536888.

Tsai, M.-F., & Jao, J.-C. (2020). Evaluation of the effectiveness of student learning and teacher instruction on team-based learning during quality control of diagnostic imaging. Medical Education Online, 25(1), 1732159. https://doi.org/10.1080/10872981.2020.1732159.

Wanzek, J., Vaughn, S., Kent, S. C., Swanson, E. A., Roberts, G., Haynes, M., Solis, M. (2014). The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School. Journal of Research on Educational Effectiveness, 7(2), 183-204. https://doi.org/10.1080/19345747.2013.836765.

Xu, L., Zhang, Y., Chen, Y., Xu, Y., Wang, Y., Chen, Z., & Shu, Q. (2021). A Pilot Study of Team-based Learning in Paediatric Clerkships. In: Research Square. https://doi.org/10.21203/rs.3.rs-40391/v3.

Zgheib, N. K., Simaan, J. A., & Sabra, R. (2010). Using team-based learning to teach pharmacology to second year medical students improves student performance. Medical Teacher, 32(2), 130-135. https://doi.org/10.3109/01421590903548521.


Refbacks

  • There are currently no refbacks.


Index