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Implementation of a problem-based learning program combined with team-based learning.

Kwi Hwa Park1, Chul-Hyun Park2, Wook-Jin Chung1

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|March 28, 2015
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Problem-based learning (PBL) combined with team-based learning (TBL) did not improve medical students' reasoning or self-directed learning. This blended approach was less effective than PBL alone.

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Problem-based learningTeam-based learning

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Area of Science:

  • Medical Education
  • Pedagogy

Background:

  • Integrated medical curricula aim to enhance learning outcomes.
  • Problem-based learning (PBL) and team-based learning (TBL) are pedagogical approaches used in medical education.

Purpose of the Study:

  • To evaluate the implementation of a combined PBL and TBL approach within an integrated medical curriculum.
  • Assessing the impact of this blended learning strategy on student skills.

Main Methods:

  • Qualitative study involving in-depth interviews.
  • Open-ended questionnaires administered to participants.
  • Study population included 5 faculty members and 38 graduate students.

Main Results:

  • The combination of PBL and TBL did not enhance student reasoning or self-directed learning abilities.
  • Negative effects observed included increased student tension and disrupted discussion dynamics due to tutor intervention.

Conclusions:

  • Combined PBL and TBL was less effective than PBL alone for the studied cohort.
  • Recommendations include understanding individual program characteristics to develop improved blended learning strategies.