INSTRUCTIONAL DESIGN AND ASSESSMENT Integration of Team-Based Learning Strategies Into a Cardiovascular Module
INSTRUCTIONAL DESIGN AND ASSESSMENT Integration of Team-Based Learning Strategies Into a Cardiovascular Module
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教学设计和评估 将基于团队的学习策略整合到心血管模块中
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Toni L. Ripley
中科院分区：
文献类型：
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作者：
S. Conway;Jeremy L. Johnson;Toni L. Ripley
目标。将团队学习（TBL）的组成部分整合到心血管模块中，以增加学生对自己学习的责任，并积极吸引两个校区的学生参与患者病例。设计。现有的心血管课程模块被修改，以自主学习（SDL）作业取代8小时的讲座，并使用TBL方法转变案例讨论环节。使用TBL方法进行案例讨论，以提高两个校区所有学生的参与度，同时保持教室中教师与学生的低比例。准备保证测验在每个SDL作业和TBL案例会话中进行。评估。随着SDL作业和TBL案例的增加，学生和教师的满意度有所提高，而在授课时间减少14%之后，对成绩没有不利影响。由于课程材料的发展，第一年所需的教师总时间主要增加了。结论。改进后的TBL格式成功集成到基于讲座的心血管模块中，提高了学生和教师对课程的满意度，并且对学生的成绩没有不利影响。
Objectives. To integrate components of team-based learning (TBL) into a cardiovascular module to increase students’ responsibility for their own learning and actively engage students across 2 campuses in patient cases. Design. An existing cardiovascular course module was modified by replacing 8 hours of lectures with self-directed learning (SDL) assignments and transforming case discussion sessions using TBL methodologies. Case discussions were delivered using TBL methods to increase engagement of all students across both campuses while maintaining a low faculty-to-student ratio in the classrooms. Readiness assurance quizzes were performed with each SDL assignment and TBL case session. Assessment. Student and faculty satisfaction improved with the addition of SDL assignments and TBL cases without adverse effects on grades in the wake of the 14% decrease in lecture time. Total faculty time required increased primarily in the first year because of development of course materials. Conclusion. A modified TBL format was successfully integrated into a lecture-based cardiovascular module, resulting in improved student and faculty satisfaction with the course and no adverse effect on student performance.