Evaluating physician associate students' perceptions of an online team-based learning session on stroke medicine.

IF 1.3 Q4 HEALTH CARE SCIENCES & SERVICES
Basaam Aweid, Allison Wiseman, Anna Russell, Anjaly Mirchandani, Natalie Parnis, Preman Rajalingam
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引用次数: 0

Abstract

Background and aims: Team-based learning (TBL) is an effective, active learning strategy that has been validated and used in medical schools. It consists of three phases; preparation, readiness assurance tests and application exercise. It follows a 'flipped classroom' model where assessment takes place at the beginning and encourages team discussions that emulate clinical practice. TBL has been used in medical education; however, there is a lack of literature on its use specifically in physician associate (PA) education. We therefore explored the perceptions of a Stroke TBL session among PA students in a UK PA Programme.

Methods: The study took place during the COVID-19 pandemic; therefore, TBL was implemented virtually using online video conferencing platforms. The students' perceptions were then analysed using anonymous online questionnaires sent to them shortly after the session. The questionnaire included specific questions comparing TBL to other teaching methods such as problem-based learning (PBL).

Results: Overall, the students felt that TBL was an effective teaching method that was better than other methods such as lectures and PBL.

Conclusions: This was a small study of a single TBL session that provided rich qualitative data around students' perceptions. It is a good foundation for developing TBL further in UK PA Programmes. We encourage further use of this strategy with further studies in this area.

评估医师助理学生对中风医学在线团队学习课程的看法。
背景和目的:基于团队的学习(TBL)是一种有效的主动学习策略,已在医学院得到验证和使用。它包括三个阶段;准备,准备,保证测试和应用练习。它遵循“翻转课堂”模式,在一开始就进行评估,并鼓励模仿临床实践的团队讨论。TBL在医学教育中的应用;然而,缺乏关于其在医师助理(PA)教育中的具体应用的文献。因此,我们在英国的PA项目中探索了PA学生对卒中TBL会话的看法。方法:本研究在COVID-19大流行期间进行;因此,TBL是利用在线视频会议平台虚拟实现的。在课程结束后不久,研究人员通过匿名在线问卷对学生们的看法进行了分析。问卷中包含了比较任务型教学法与其他教学方法如基于问题的学习(PBL)的具体问题。结果:总体而言,学生认为TBL是一种有效的教学方法,优于讲课和PBL等其他教学方法。结论:这是一项针对单个TBL会话的小型研究,提供了关于学生感知的丰富定性数据。这是在英国PA项目中进一步发展TBL的良好基础。我们鼓励在这一领域的进一步研究中进一步使用这一策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
BMJ Open Quality
BMJ Open Quality Nursing-Leadership and Management
CiteScore
2.20
自引率
0.00%
发文量
226
审稿时长
20 weeks
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