PDF(Pubmed)
Abstract：
BACKGROUND: The swift transition to online teaching in medical education has presented the challenge of replicating in-class engagement and interaction essential for active learning. Despite online team-based learning (TBL) offering potential solutions through structured cooperative activities, its efficacy in virtual simulation experiment courses remains scantily researched. This study investigates the effectiveness of online TBL for teaching virtual patient experiments in a basic medical laboratory course and contrasts it with traditional offline teaching in terms of student performance and perceptions.
METHODS: A comparative analysis involved 179 Year 3 medical students using online TBL, face-to-face TBL (FTF-TBL), and the flipped classroom (FC) approach. The learning outcomes were assessed based on experiment reports, IRAT scores, TRAT scores, and final exam performance. Students\' perceptions of both online and in-class TBL methodologies were also surveyed.
RESULTS: Both online and in-class TBL groups demonstrated comparable academic outcomes and surpassed the FC group in academic performance. Students displayed a marked preference for the TBL format (whether online or in-class), valuing its enhancement of learning interest and practical knowledge application. Nevertheless, refinements in discussion efficiency, platform convenience, and student-instructor interaction were indicated as potential areas of improvement in the online setting.
CONCLUSIONS: Online TBL, along with its in-class counterpart, showed superior academic performance and a more positive learning experience compared to the FC group. These findings underscore the potential of online TBL in adapting to modern pedagogical challenges and enriching medical education through virtual simulation experiments.
METHODS: A comparative analysis involved 179 Year 3 medical students using online TBL, face-to-face TBL (FTF-TBL), and the flipped classroom (FC) approach. The learning outcomes were assessed based on experiment reports, IRAT scores, TRAT scores, and final exam performance. Students\' perceptions of both online and in-class TBL methodologies were also surveyed.
RESULTS: Both online and in-class TBL groups demonstrated comparable academic outcomes and surpassed the FC group in academic performance. Students displayed a marked preference for the TBL format (whether online or in-class), valuing its enhancement of learning interest and practical knowledge application. Nevertheless, refinements in discussion efficiency, platform convenience, and student-instructor interaction were indicated as potential areas of improvement in the online setting.
CONCLUSIONS: Online TBL, along with its in-class counterpart, showed superior academic performance and a more positive learning experience compared to the FC group. These findings underscore the potential of online TBL in adapting to modern pedagogical challenges and enriching medical education through virtual simulation experiments.
摘要：
背景：医学教育向在线教学的迅速过渡提出了复制课堂参与和互动对于主动学习至关重要的挑战。尽管在线团队学习(TBL)通过结构化的合作活动提供了潜在的解决方案，其在虚拟仿真实验课程中的功效研究还很少。本研究调查了在线TBL在基础医学实验室课程中教授虚拟患者实验的有效性，并在学生表现和感知方面与传统的离线教学进行了对比。
方法：比较分析涉及179名3年级医学生使用在线TBL，面对面TBL(FTF-TBL),和翻转课堂(FC)方法。根据实验报告评估学习成果，IRAT得分,TRAT分数,和期末考试表现。还调查了学生对在线和课堂TBL方法的看法。
结果：在线和课堂TBL组表现出可比的学术成果，并在学习成绩上超过FC组。学生显示了TBL格式的标记首选项（无论是在线还是课堂），重视其提高学习兴趣和实践知识的应用。然而，讨论效率的改进，平台的便利性，和学生-教师互动被认为是在线环境中潜在的改进领域。
结论：在线TBL，以及它的同类，与FC组相比，表现出卓越的学业成绩和更积极的学习经验。这些发现强调了在线TBL在适应现代教学挑战和通过虚拟仿真实验丰富医学教育方面的潜力。
方法：比较分析涉及179名3年级医学生使用在线TBL，面对面TBL(FTF-TBL),和翻转课堂(FC)方法。根据实验报告评估学习成果，IRAT得分,TRAT分数,和期末考试表现。还调查了学生对在线和课堂TBL方法的看法。
结果：在线和课堂TBL组表现出可比的学术成果，并在学习成绩上超过FC组。学生显示了TBL格式的标记首选项（无论是在线还是课堂），重视其提高学习兴趣和实践知识的应用。然而，讨论效率的改进，平台的便利性，和学生-教师互动被认为是在线环境中潜在的改进领域。
结论：在线TBL，以及它的同类，与FC组相比，表现出卓越的学业成绩和更积极的学习经验。这些发现强调了在线TBL在适应现代教学挑战和通过虚拟仿真实验丰富医学教育方面的潜力。
