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Team-based learning using an audience response system: a possible new strategy for interactive medical education
Terumichi Fujikura1, Toshiyuki Takeshita, Hiroshi Homma
1Academic Quality and Development Office, Nippon Medical School, Tokyo, Japan. teru-fujik@nma.ac.jp
Summary
Team-based learning (TBL) courses, enhanced with audience response systems (ARS), offer immediate feedback for instructors. While students found ARS useful for grading, a blend of TBL and problem-based learning may boost engagement and comprehension.
Area of Science:
- Medical Education
- Educational Technology
Background:
- Team-based learning (TBL) is an instructional strategy.
- Implementing TBL requires structured guidelines for effective execution.
Purpose of the Study:
- To report on the adoption and outcomes of a modified TBL course for 4th-year students.
- To evaluate the utility of an audience response system (ARS) within the TBL framework.
Main Methods:
- A modified Team-based Learning (TBL) course structure was implemented following established guidelines.
- An audience response system (ARS) was utilized for immediate feedback on individual and group readiness assurance tests.
Main Results:
- The ARS enabled real-time monitoring of student understanding and facilitated interactive large classroom sessions.
- Instructors appreciated the ARS for immediate feedback and monitoring capabilities.
- Students expressed reservations about the ARS, perceiving its potential for grading.
Conclusions:
- The integration of TBL with ARS provides valuable real-time feedback for instructors in medical education.
- A combination of TBL and problem-based learning, thoughtfully designed, holds potential for enhancing student motivation and understanding.
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