团队学习活动对本科免疫学课堂学习成果的效果评估。

Q3 Medicine
Joshua J Baty, Heather A Bruns
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引用次数: 0

摘要

免疫学本身就是一门跨学科的学科。要了解免疫系统如何发挥作用,需要多个科学学科的知识,包括分子生物学、细胞生物学、遗传学和生物化学。此外,免疫学在概念上也很复杂,需要识别大量的免疫成分并掌握大量的新词汇。这些特点都会给学生在本科免疫学课堂上的学习带来挑战。基于团队的学习(TBL)是一种教学方法,用于提高学生的学习参与度、加强学生合作和培养沟通技能。在各种教育环境中,TBL 活动已被证明能促进学生加深对复杂主题的理解,增强学生对课程内容的信心,并提高学习效果。在本研究中,我们考察了传统讲授与 TBL 活动对学生学习成果的影响差异。在一门本科生自适应免疫课程中,学生主要由学习成绩优异的学生组成,讲授了四个不同的主题。我们对两组学生的学习内容进行了匹配,分别通过团队学习法(T 细胞发育和 Ab 介导的功能)和传统讲授法(B 细胞发育和 T 细胞效应器功能)进行授课。学生的学习情况通过布卢姆分类学中不同级别的内容问题进行评估,结果表明,在这门课程中,与讲授式学习相比,TBL活动并没有提高考试成绩。不过,学生们认为这种学习工具很有价值,表明 TBL 活动有助于备考,并为解决误解提供了必要的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Assessment of the Effectiveness of Team-based Learning Activities on Learning Outcomes in the Undergraduate Immunology Classroom.

Immunology is inherently interdisciplinary. Understanding how the immune system functions requires knowledge from several scientific disciplines, including molecular biology, cellular biology, genetics, and biochemistry. Furthermore, immunology is conceptually complex, requiring the identification of a plethora of immune components and mastery of a large volume of new vocabulary. These attributes can pose challenges to student learning in the undergraduate immunology classroom. Team-based learning (TBL) is a pedagogical method used to increase student engagement in learning, improve student collaboration, and develop communication skills. In a variety of educational settings, TBL activities have been shown to foster a deeper understanding of complex topics, increase student confidence in course content, and improve learning outcomes. In this study, we examined differences in the impact of traditional lecture versus TBL activities on student learning outcomes for four different topics presented in an undergraduate adaptive immunity course composed largely of academically high-performing students. We matched content across two student cohorts, delivered via team-based learning methodology (T cell development and Ab-mediated functions) and traditional lecture (B cell development and T cell effector functions). Student learning was assessed using content questions across a range of Bloom's taxonomy levels, which demonstrated that the TBL activities did not improve examination performance over lecture-based learning in this course. However, students found this learning tool to be valuable, indicating that the TBL activities assisted with preparation for examinations and provided a necessary opportunity to address misconceptions.

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来源期刊
CiteScore
3.70
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