Team-based learning: assessing the impact on anatomy teaching in People’s Republic of China

作者：Junhao Yan, Xinling Ding, Lili Xiong, Eric Hsien Lung Liu, Yixuan Zhang, Yingjie Luan, Lihua Qin, Changman Zhou, Weiguang Zhang · 发表于：Advances in Medical Education and Practice · 年份：2018 · DOI：10.2147/amep.s169949 · 被引用次数：25 · 研究领域：Problem and Project Based Learning、Anatomy and Medical Technology、Biomedical and Engineering Education

Objectives: In this study, the effects of team-based learning (TBL) method on the anatomy course for students in People’s Republic of China were assessed. Methods: The students were randomly divided into the traditional lecture-based teaching group (traditional learning [TL] group, 99 students) and TBL teaching group (98 students). The TBL method required the students to prepare the assigned content in advance and discuss some specific topics in small groups. The test scores and questionnaire were applied to evaluate the effects of the two methods. Results: The students in TBL group had higher examination scores (81.70±8.53 vs 74.41±8.27, F [1,195] =124.6, p <0.01). The ratios of students with excellent (13.27% vs 9.09%, χ 2 [1] =4.00, p =0.041) and good scores (25.51% vs 16.16%, χ 2 [1] =4.85, p =0.027) were markedly increased in the TBL than the TL group, and the ratio of students who had just managed to pass was decreased (17.34% vs 32.33% in TL group, χ 2 [1] =5.91, p =0.015). The students in TBL group significantly achieved some improvement in mutual communication ability ( χ 2 [1] =7.54, p =0.006), expression ability ( χ 2 [1] =4.930, p =0.026), generalization capacity ( χ 2 [1] =4.08, p =0.043), cooperative ability cultivation ( χ 2 [1] =5.04, p =0.024), knowledge extension ( χ 2 [1] =4.50, p =0.034), and enthusiasm mobilization ( χ 2 [1] =4.27, p =0.039). Conclusion: TBL could improve not only the test scores of the students, but also their study enthusiasm, initiativ...