团队学习中的短期认知学习成果:常设团队是否重要?

IF 3.1 2区 医学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Medical Education Online Pub Date : 2024-12-31 Epub Date: 2024-09-05 DOI:10.1080/10872981.2024.2397864
Stefan Heber, Michaela Wagner-Menghin, Ivo Volf, Marjan Slak Rupnik, Diethart Schmid, Richard Marz, Michael J M Fischer
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引用次数: 0

摘要

指派学生组成固定的团队是基于团队的学习(TBL)的设计原则。人们一直认为,稳定的团队组成有助于协同解决问题和学习:当学生们彼此更加熟悉时,他们会分享更多的信息并共同解决差异,这反过来又会促进知识的获取和理解。然而,以成绩评估为结果的随机对照试验还没有对这一假设进行验证。在一门针对第二学期医科学生的在线课程中,50% 的学生被重新分配到新的团队,在四堂课中解决 24 个问题中的每个问题,从而避免了熟悉感。在四次课的第三次课后不久,通过领域知识测试对学习成果进行评估。TBL 团队是永久性的还是临时性的,并不影响领域知识测试的得分。不出所料,参加在线 TBL 可以提高领域知识测试成绩。总体而言,永久性团队对认知学习结果的影响似乎没有以前设想的那么重要,但这可能取决于具体的教育环境。不过,团队的熟悉程度可能对团队决策仍然很重要。由于医学工作中的临床推理经常涉及到在不断变化的团队中进行协作,因此未来对 TBL 的研究应侧重于如何利用这种形式为医学生在这些条件下的决策和最佳学习成果做好准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Short-term cognitive learning outcomes in team-based learning: is the permanent team important?

Assigning students to work in permanent teams is a design principle in Team-based learning (TBL). It has been assumed that a stable team composition supports the emergence of collaborative problem-solving and learning: when students became more familiar with each other, they shared more information and resolved discrepancies together, which in turn stimulated knowledge acquisition and comprehension. However, this assumption had not been probed by a randomized controlled trial with performance assessment as an outcome. In an online course for second term medical students, 50% of the students were reassigned to new teams for each of the 24 problems to be solved during four classes, thus precluding familiarity. The learning outcome was assessed shortly after the third of four classes by a domain knowledge test. Whether TBL teams were permanent or temporary did not affect the score of a domain knowledge test. As expected, participation in online TBL improved the domain knowledge test results. Overall, the permanent team seems to be less important for cognitive learning outcomes than previously assumed, but this may depend on the specific educational setting. However, team familiarity may still be important for team decision-making. As clinical reasoning in the medical workplace often involves collaborating in changing teams, future research on TBL should focus on how to utilize this format to prepare medical students for decision-making and optimal learning outcomes under these conditions.

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来源期刊
Medical Education Online
Medical Education Online EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.00
自引率
2.20%
发文量
97
审稿时长
8 weeks
期刊介绍: Medical Education Online is an open access journal of health care education, publishing peer-reviewed research, perspectives, reviews, and early documentation of new ideas and trends. Medical Education Online aims to disseminate information on the education and training of physicians and other health care professionals. Manuscripts may address any aspect of health care education and training, including, but not limited to: -Basic science education -Clinical science education -Residency education -Learning theory -Problem-based learning (PBL) -Curriculum development -Research design and statistics -Measurement and evaluation -Faculty development -Informatics/web
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