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Özlem Sarıkaya, Sinem Yıldız

Year 2012, Volume: 34 Issue: 34, 19 - 27, 01.08.2012

Abstract

Introduction: Team-based learning when properly implemented, includes many of the common elements of these evidence-based best practices like as cooperative learning, feedback or “assessment for learning”, reciprocal teaching, whole-class interactive teaching, requiring concept-driven decisions. Aim: It is aimed to evaluate the effect of two different learning methods on exam scores and students’ learning experiences in a study group among first year students of Marmara University. Method: In 2010-2011 educational year, there is a 7-hour course with the subject “Socioeconomic and Cultural Components of Health” in first year program. Within this study program, half of the class studies with case-based learning (CBL) while the other half used team-based learning (TBL). Teaching methods are compared by using exam scores and students’ feedbacks about their learning experiences. Results: There is no significant difference between TBL group (n=89) and CBL group (n=84) in exam scores (p>0.05). Students learning experiences indicate that TBL group denote that most of the people in their group took place in discussions and most of the group members were respectful to their ideas (p

References

  • ) McMahon KK. Team-Based Learning. In: An introduction to medical teaching (Eds) Jeffries WB, Huggett KN. Springer, London, New York 2010; pp.55-64.
  • ) Michaelsen LK, Sweet M. Team-Based Learning. New Directions on Teaching and Learning 2011; 128: 41-51.
  • ) Kelly PA, Haidet P, Schneider V, Searle N, Seidel CL & Richards BF. A comparison of in-class learner engagement across lecture, Problem-Based Learning, and team learning using the STROBE classroom observation tool. Teaching and Learning in Medicine 2010;17(2): 112–8.
  • ) Lane DR. Teaching skills for facilitating Team-Based Learning. New Directions on Teaching and Learning 2008; 116: 55-68.
  • ) McInerney MJ. Team-based learning enhances long-term retention and critical thinking inan undergraduate microbial physiology course. Microbiology Education Journal 2003; 4(1): 3–12.
  • ) Parmelee DX, DeStephen D, Borges NJ. Medical students’ attitudes about team-based learning in a pre-clinical curriculum. Medical Education Online 2009; 14(1) (at http://www.med-edonline.org).
  • ) Vasan NS, DeFouw DO, Compton S. A Survey of student perceptions of Team-Based Learning in Anatomy curriculum: Favorable views unrelated to grades. Anatomical Sciences Education 2009; 2:150–5.
  • ) Thompson BM, Schneider VF, Haidet P, Levine RE, McMahon KK, Perkowski LC & BF Richards. Team-based learning at ten medical schools: two years later. Medical Education 2007; 41: 250–7.
  • ) Seidel CL, Richards BF. Application of Team Learning in a medical physiology Course. Academic Medicine 2001; 76(5): 533.
  • ) Conway SE, Johnson JL, and Ripley TL. Integration of Team-Based Learning strategies into a cardiovascular module. American Journal of Pharmaceutical Education 2010; 74 (2): 1-7.
  • ) Goldberg HR and Dintzis R.The positive impact of team-based virtual microscopy on student learning inphysiology and histology. Adances Physiology Education 2007; 31: 261–5.
  • ) Zgheib NK, Simaan JA, Sabra R. Using team-based learning to teachpharmacology to second year medicalstudents improves student performance. Medical Teacher 2010; 32: 130–5.
  • ) Koles PG, Stolfi A, Borges NJ, Nelson S and Parmelee DX. The impact of Team-Based Learning on medical students’ academic performance. Academic Medicine 2010, 85(11): 1739-45.
  • ) Letassy NA, Fugate SE, Medina MS, Stroup JS and Britton ML. Using Team-based Learning in an endocrine module taught across two campuses. American Journal of Pharmaceutical Education 2008; 72 (5): 1-6.
  • ) Beatty SJ, Kelley KA, Metzger AH, Bellebaum KL and McAuley JW. Team-based Learning in therapeutics workshop sessions. American Journal of Pharmaceutical Education 2009; 73 (6): 1-7

EKİPLE BİRLİKTE ÖĞRENME VE OLGUYA DAYALI ÖĞRENME YÖNTEM UYGULAMALARININ KARŞILAŞTIRILMASI

Year 2012, Volume: 34 Issue: 34, 19 - 27, 01.08.2012

Abstract

Giriş: Ekiple birlikte öğrenme işbirliği ile öğrenme, öğrenme için değerlendirme veya geribildirim, karşılıklı öğretim, tüm sınıfta etkileşimli öğretim, içeriğe bağlı karar verme ve görsel ve çizimle organize sunum becerilerini geliştirme gibi olanaklar sağlar. Amaç: Çalışmada, Marmara Üniversitesi Tıp Fakültesi (MÜTF) birinci sınıfta bir ders grubunda uygulanan iki ayrı öğrenme yönteminin sınav başarısına ve öğrenci geri bildirimlerine yansımalarının değerlendirilmesi amaçlanmıştır. Yöntem: MÜTF 1. Sınıfta toplam yedi saatlik sağlığın sosyo-ekonomik ve kültürel bileşenleri ders grubunda2010–11 Eğitim-Öğretim Yılında, sınıfın yarısında küçük gruplarda olguya dayalı öğrenme yönteminin uygulanması sürdürülürken, diğer yarısında büyük grupta ekiple öğrenmeye dayalı yöntem uygulanmıştır. Araştırmada farklı yöntem ders grubu sınav başarıları ve öğrencilerin öğrenme deneyimlerine yönelik kazanımları açısından karşılaştırılmıştır. Bulgular: Ekiple öğrenmeye dayalı gruptaki öğrencilerle (89) olguya dayalı öğrenme gruplarındaki öğrenciler (84) arasında ders grubu sınav başarıları açısından anlamlı fark yoktur (p>0.05). Her iki yöntemin öğrenci değerlendirmeleri incelendiğinde; ekiple birlikte öğrenme yöntemi uygulanan öğrenciler, grubundaki kişilerin çoğunun tartışmalara katıldığını ve grubundaki üyelerin çoğunun kendi düşüncelerine saygı gösterdiğini belirtirken (p

References

  • ) McMahon KK. Team-Based Learning. In: An introduction to medical teaching (Eds) Jeffries WB, Huggett KN. Springer, London, New York 2010; pp.55-64.
  • ) Michaelsen LK, Sweet M. Team-Based Learning. New Directions on Teaching and Learning 2011; 128: 41-51.
  • ) Kelly PA, Haidet P, Schneider V, Searle N, Seidel CL & Richards BF. A comparison of in-class learner engagement across lecture, Problem-Based Learning, and team learning using the STROBE classroom observation tool. Teaching and Learning in Medicine 2010;17(2): 112–8.
  • ) Lane DR. Teaching skills for facilitating Team-Based Learning. New Directions on Teaching and Learning 2008; 116: 55-68.
  • ) McInerney MJ. Team-based learning enhances long-term retention and critical thinking inan undergraduate microbial physiology course. Microbiology Education Journal 2003; 4(1): 3–12.
  • ) Parmelee DX, DeStephen D, Borges NJ. Medical students’ attitudes about team-based learning in a pre-clinical curriculum. Medical Education Online 2009; 14(1) (at http://www.med-edonline.org).
  • ) Vasan NS, DeFouw DO, Compton S. A Survey of student perceptions of Team-Based Learning in Anatomy curriculum: Favorable views unrelated to grades. Anatomical Sciences Education 2009; 2:150–5.
  • ) Thompson BM, Schneider VF, Haidet P, Levine RE, McMahon KK, Perkowski LC & BF Richards. Team-based learning at ten medical schools: two years later. Medical Education 2007; 41: 250–7.
  • ) Seidel CL, Richards BF. Application of Team Learning in a medical physiology Course. Academic Medicine 2001; 76(5): 533.
  • ) Conway SE, Johnson JL, and Ripley TL. Integration of Team-Based Learning strategies into a cardiovascular module. American Journal of Pharmaceutical Education 2010; 74 (2): 1-7.
  • ) Goldberg HR and Dintzis R.The positive impact of team-based virtual microscopy on student learning inphysiology and histology. Adances Physiology Education 2007; 31: 261–5.
  • ) Zgheib NK, Simaan JA, Sabra R. Using team-based learning to teachpharmacology to second year medicalstudents improves student performance. Medical Teacher 2010; 32: 130–5.
  • ) Koles PG, Stolfi A, Borges NJ, Nelson S and Parmelee DX. The impact of Team-Based Learning on medical students’ academic performance. Academic Medicine 2010, 85(11): 1739-45.
  • ) Letassy NA, Fugate SE, Medina MS, Stroup JS and Britton ML. Using Team-based Learning in an endocrine module taught across two campuses. American Journal of Pharmaceutical Education 2008; 72 (5): 1-6.
  • ) Beatty SJ, Kelley KA, Metzger AH, Bellebaum KL and McAuley JW. Team-based Learning in therapeutics workshop sessions. American Journal of Pharmaceutical Education 2009; 73 (6): 1-7
There are 15 citations in total.

Details

Primary Language Turkish
Journal Section Original Article
Authors

Özlem Sarıkaya This is me

Sinem Yıldız This is me

Publication Date August 1, 2012
Submission Date September 5, 2015
Published in Issue Year 2012 Volume: 34 Issue: 34

Cite

Vancouver Sarıkaya Ö, Yıldız S. EKİPLE BİRLİKTE ÖĞRENME VE OLGUYA DAYALI ÖĞRENME YÖNTEM UYGULAMALARININ KARŞILAŞTIRILMASI. TED. 2012;34(34):19-27.