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Using Practical‐Based Team Based Learning as a Tool For Providing An Immediate Feedback to the Students During Learning Anatomy
Author(s) -
Eladl Mohamed Ahmed,
Jaffar Akram Abood,
Ranade Anu
Publication year - 2017
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.31.1_supplement.581.4
Subject(s) - formative assessment , tutor , test (biology) , team based learning , perception , session (web analytics) , medical education , psychology , focus group , active learning (machine learning) , assessment for learning , mathematics education , computer science , medicine , artificial intelligence , paleontology , marketing , neuroscience , world wide web , business , biology
Background Although assessment of learning may promote deep learning, it does not provide immediate feedback to drive further learning and training. In addition, with the students being subjected to formative exams during the course of their study, feedback might not be provided appropriately and timely. Students would like to understand and use the reasoning behind judgments and they demand that practical assessment criteria be explained. Team‐based learning (TBL) is a student‐centered learning strategy, which has been confirmed in medical education to enhance learning in small groups. Nevertheless, it has not been implemented during practical anatomy learning that challenges the spatial perception of the learned material in contrast to other disciplines. This study aims to present a novel intervention in using practical‐based TBL in anatomy and its impact as a tool for providing immediate feedback. It also determines students' perceptions of the practical‐based TBL and the effect of the given feedback on anatomy learning. Method An objective structured practical examination (OSPE) formative test setup was used. Students took the test in two successive formats: individually (iRAT) and in teams (tRAT). Individual students rotated around the practical stations in the form of a steeplechase examination during the iRAT. For the subsequent tRAT, photographs of the stations were projected in the classroom to groups of eight students each. The session was concluded by discussing the answers with the tutor who provided an immediate feedback. Students' perception (N=110) was measured using quantitative and qualitative instruments through a self‐administered questionnaire and a focus group discussion. Results The students perceived that the practical‐based setup was a useful tool in providing immediate feedback. They also agreed upon the fact that apart from highlighting areas of their weakness (86%); the practical‐based TBL also provided diverse options for testing knowledge (79%) and further stimulated motivation in them to attend these sessions (80%). Seventy eight of the students indicated that it boosted their self‐confidence to face the examinations, and 80% were able to clarify the reasoning behind judgments. Conclusion Practical‐based TBL is a valuable learning strategy and can be employed as an effective tool for providing immediate feedback during anatomy learning.