Huilaja, L., Bur, E., Jokelainen, J., Sinikumpu, S.-P., & Kulmala, P. (2022). The effectiveness and student perceptions of peer-conducted team-based learning compared to faculty-led teaching in undergraduate teaching. Advances in Medical Education and Practice, Volume 13, 535–542. https://doi.org/10.2147/AMEP.S358360
The effectiveness and student perceptions of peer-conducted team-based learning compared to faculty-led teaching in undergraduate teaching
|Author:||Huilaja, Laura1; Bur, Eeva2; Jokelainen, Jari3;|
1Department of Dermatology and Medical Research Center Oulu, PEDEGO Research Unit, University of Oulu and Oulu University Hospital, Oulu, Finland
2Faculty of Medicine, University of Oulu, Oulu, Finland
3Infrastructure for Population Studies, Faculty of Medicine, University of Oulu, Oulu, Finland
4Department of Pediatrics and Medical Research Center Oulu, PEDEGO Research Unit, University of Oulu and Oulu University Hospital, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.9 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2023030329597
|Publish Date:|| 2023-03-03
Background: Today’s professionals need to be capable of independent information retrieval, teamwork, and lifelong learning. To meet these demands, more active learning methods are needed in university teaching. Team-based learning (TBL) is a learner-centered method which enables activation of students in large classes.
Objective: The aim of this study was to compare a method combining peer teaching and TBL (peer-conducted TBL; pTBL) with faculty-led seminar teaching. More precisely, students’ opinions about teaching methods and immediate and long-term learning outcomes were aimed to compare.
Methods: A faculty-led design was compared to a pTBL design when teaching pediatric and dermatological allergy in a seminar setting for 5th year medical students. For that purpose, students were randomly split into two learning groups. In a faculty-led seminar (n = 44 students) the instructor first lectured on each subject; then, named students from each group were asked to present clinical cases given to them beforehand and them raising questions were answered. In a pTBL group (n = 50) student’s prior knowledge was first tested. Then, randomly selected, pre-prepared students took a tutors role in a seminar and presented clinical case to be solved in groups by all students. Students’ performance was equally tested after both sessions and 5– 6 months afterwards. Students’ opinions were asked by an electronic survey.
Results: In this study, pTBL was significantly preferred over faculty-led learning (mean grade 8.5 vs 6.5). Those participating in pTBL group studied pre-learning material more actively than those in faculty-led group. However, there was no difference in learning outcomes (immediate or long term) between the groups.
Conclusion: Students prefer teaching method in which they are self in active role. Combining TBL and peer teaching may further increase the accumulation of non-academic skills like expertise and proficiency.
Advances in medical education and practice
|Pages:||535 - 542|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
3121 General medicine, internal medicine and other clinical medicine
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