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Related Experiment Videos

Task-based learning (TBL) in undergraduate medical education.

Irma Virjo1, Doris Holmberg-Marttila, Kari Mattila

  • 1Medical School, Department of General Practice, University of Tampere, Finland.

Medical Teacher
|March 22, 2001
PubMed
Summary

Task-based learning (TBL) bridges the gap between student-centered problem-based learning (PBL) and clinical practice. This study shows TBL effectively improves medical students

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Area of Science:

  • Medical Education
  • Health Professions Education

Background:

  • Problem-based learning (PBL) is effective in early medical studies but can pose adaptation challenges for students in clinical settings.
  • The transition to clinical practice requires students to adapt to structured timetables and professional healthcare environments.

Purpose of the Study:

  • To describe a Task-based learning (TBL) module for fourth-year medical students.
  • To evaluate the implementation and effectiveness of TBL in bridging the gap between academic learning and clinical practice.

Main Methods:

  • A TBL study module was designed and implemented for fourth-year medical students.
  • Eighty-five students participated in the study during 1998 and 1999 at the University of Tampere, Finland.

Main Results:

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  • The TBL module was found to be effective in facilitating learning.
  • Students reported improved skills related to general practitioner work in health centers post-module.

Conclusions:

  • Task-based learning (TBL) serves as a valuable intermediary method for medical students transitioning to clinical practice.
  • TBL implementation positively impacts students' self-assessed clinical skills, particularly in primary care settings.