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Background: P drugs are preferred or priority or personal choice drugs of the prescriber for a disease which should be prepared by the doctor. Aims and Objectives: This study was done to describe the process of P drug selection done in the task-based learning (TBL) group. Materials and Methods: This was a descriptive study done in the Department of Pharmacology of a Government Medical College in Central Kerala for a period of 2 months (June 1, 2018, to July 31, 2018) after receiving clearance from the Institutional Review Board. Participants who performed task-based learning of P drug concept were assessed for the proper completion of various steps in P drug selection. Results: All the participants could write the proper diagnosis and therapeutic objectives in the task sheet for case scenario related to absence seizure, angina, Type 2 diabetes mellitus, grand mal epilepsy, and pregnancy-induced hypertension. The weights assigned for efficacy, safety, cost, and suitability varied with each student, however, the most common weights were 0.4, 0.4, 0.1, and 0.1. The weights assigned amongst the eight clinical scenarios were found to differ with P < 0.001 for efficacy, safety, cost, and suitability on doing Kruskal–Wallis test. On doing one-way analysis of variance for group score F = 21.02 and drug score F = 20.91, both were found to differ significantly across the conditions with P < 0.001. The selected P drug was improperly prescribed across the clinical conditions except for that of bronchial asthma. Conclusion: TBL using multi-attributive analysis for P drug selection ensured considering various factors during its selection process for P drug selection.
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Objective:To evaluate the effect of the task-based learning (TBL) teaching mode on improving the knowledge of clinical skin diseases for non-dermatology and venereology residents.Methods:Sixty internal medicine physicians who had undergone standardized residency training in the Department of Dermatology and Venereology of Affiliated Zhongshan Hospital of Dalian University from January 2017 to December 2019 were selected as the research subjects, and they were randomized to experimental group and control group in average. The experimental group adopted the TBL teaching mode, and the control group adopted the traditional teacher-student internship model for the residency training. After one month of regular rotation, we observed the theoretical assessment and clinical case consultation of the two groups. The questionnaire was set for evaluating the satisfaction of physicians on the effectiveness of the residency training. SPSS 19.0 was performed for t test. Results:The average theoretical scores of the experimental group were (82.80±4.31) points, and those of the control group were (77.20±4.41) points. The average scores of the clinical case diagnosis and treatment in the experimental group were (54.73±2.65) points, and those of the control group were (44.13±4.26) points, and the experimental group scored significantly higher than the control group ( P<0.001). The average scores of the satisfaction survey questionnaire in experimental group were (78.13±2.87) points, and those of the control group were (63.73±4.32) points. The experimental group scored significantly higher than the control group ( P<0.001). Conclusion:The TBL teaching mode can promote non-dermatology and venereology professional physicians to have a certain theoretical basis of dermatology and venereology and the ability to solve practical problems.
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Objective To explore the effect of application of task-based learning with experiential teaching on nursing clinical decision making ability. Methods A total of 96 nursing students were divided into experimental group and observation group with each of 48 nursing students. The experimental group used the application of task-based learning with experimental teaching, the control group used the traditional scenario simulation. At the end of the course, the final scores, skill operation scores and nursing students'evaluation of the course and clinical decision-making ability of nursing were observed in the two groups. Results The final scores, chapters related to task-based learning with experiential teaching, skill operation scores was (82.06±0.98), (12.01±0.88), (94.99±0.34) points in the experimental group, and (78.34±0.98), (9.32±0.76), (91.87±0.98) points in the control group, and the difference was significant(t=12.958, 9.872, 10.834, all P<0.01). The evaluation of teaching methods, teaching process and teaching effect was (20.06±0.98), (23.01±0.88), (35.99±0.34) points in the experimental group, and (17.34±0.98), (20.32±0.76), (30.87±0.98) points in the control group, and the difference was significant (t=5.96, 6.87, 6.99, all P<0.01).The score of clinical decision-making ability of nursing was (137.50 ± 12.61) points in the experimental group, and (123.88±9.89) points in the control group,and the difference was significant (t=5.891, P<0.01). Conclusions The effect of task-based learning with experiential teaching in teaching of nursing in vocational nursing students, enable students to transfer knowledge and experience in experience, it can improve the students' clinical decision making ability.
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Objective To investigate practical effects of task based learning (TBL), case based learning (CBL) and problem based learning (PBL) integrated teaching method in clinical novitiate of hepatobiliary disease and pancreatopathy. Methods Total of 64 students majored in seven-year clinical practice were divided into TBL+CBL, TBL+PBL, PBL+CBL and TBL+CBL+PBL groups, using a cluster stratified random sampling method, with 16 students in each group. The students were taught with the same basic theoretical knowledge, followed by different course of the combination of TBL, CBL and PBL. In the TBL + CBL + PBL group, the typical patient data were sent to the students before the class, and at the same time, the catalogues of the reference materials and the preview questions were also provided for them. In the course of teaching, the results of the students' information and the answers to the preview questions were first carried out, and then the task test was carried out in the form of collective consultation, and then the students focused on the answers and tests . The theoretical difficulties and blind spots of the theory and the correction of mistakes, deficiency, the breakdown of the case after the end of the expla-nation, and the mistakes and shortcomings of the students' knowledge were discussed in class. The practical effects were evaluated by theory test, teaching and self-acceptance assessment. The data were analyzed by variance analysis, t test and Chi square test. Results Average scores of students in the TBL+PBL , TBL+PBL, PBL+CBL and TBL+PBL+CBL group were (75.313±8.260), (74.875±9.818), (77.125±9.667) and (82.000±6.491), respectively. Average scores of students in the TBL+PBL+CBL group are signifi-cantly higher than the TBL+PBL (t=0.217, P=0.016) and TBL+PBL (t=0.059, P=0.022) groups, while there was no difference with those of PBL+CBL groups (t=0.049, P=0.106). However, Tests grades of 4 students which were poor performance in TBL+CBL+PBL group were significantly higher than those of 4 students with poor performance in PBL+CBL groups (t=0.356, P=0.000). In addition, students in TBL+CBL+PBL group more greatly enhanced learning interest and initiative, and improved their comprehensive analysis ability than students in TBL+CBL ( x2 and P value: 5.565, 0.018; 5.109, 0.024; 4.167, 0.041), TBL+PBL ( x2 and P value:7.127, 0.008;5.367, 0.021;5.565, 0.018) and PBL+CBL ( x2 and p value:4.167, 0.041;5.000, 0.025; 8.866, 0.003). Conclusion TBL, CBL and PBL integrated teaching method can improve students' mastery of theoretical knowledge, and especially can help poor students to improve their academic perfor-mance and interest.
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Objective To discuss task-based learning and team-based learning methods and lecture-based learning method in the class of ethnic medicine.Method 50 students in clinic medicine (general practice) of grade 2012 were selected as D-TBL group and 54 students in clinic medicine of grade 2013 were selected as LBL group.Both groups have teaching content,textbook,teachers,class hours in common.Effect of teaching was valued by tests,evaluation in students,questionnaires.SPSS was used to analyze scores of tests.T test was used.Results The correct answer rate?of subject items in D-TBL group was higher than that of LBL group and the difference had statistical significance [(94.56 ± 4.95)％ vs.(29.26 ± 12.15)％,t=36.382,P=0.000).There was no significant difference between the correct answer rate of personal test in D-TBL group and objective item in the LBL group[(75.20 ± 11.82)％ vs.(68.61 ± 14.65)％,t=2.512,P=0.374].There was no statistically significant difference between the correct answer rate of group test in D-TBL group and objective item in the LBL group[(84.25 ± 13.08)％ vs.(68.61 ± 14.65)％,t=5.727,P=0.961].In Score table for members in every division,41(85.42％) students got straight A,7(14.58％) students got B and nobody got C.Feedback questionnaire showed 40(83.33％) students like D-TBL while 26(50.00％) students like LBL.Conclusion Most of students in D-TBL group like D-TBL.D-TBL and LBL cannot take the place of each other.In the future teaching,both methods should be used in different teaching periods according to their merits.
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Teachers applied task-based learning and Team-based learning methods in the course of ethnic medicine.Teaching contents were classified according to relations of different herbs and quantity of herbs in each chapter.7-9 students formed a learning group which was also called team.Learning groups prepared lessons before class,debated on different tasks such as herb identification and treatment prescription of clinical cases in class,and drew a conclusion after debates.Learning groups expounded their viewpoints and debated with other learning groups about different views.Teachers recorded and commented on viewpoints from each learning group.After class,through a questionnaire,teachers understood the students' feedback to the whole teaching process,and the effect of application of task driven and cooperative team learning got students' recognition.In the future,we will make some improvement by increasing the classroom comment,improving the preparation before class,increasing the efficiency of learning group presentation and debate time,enriching teachers' academic knowledge and improving their teaching skills.
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Objective To investigate the value of theory-practice integrated in the course of medical imaging diagnosis. Methods The teaching method of bone and joint system was adjusted based on theory-practice integration. 212 students of department of medical imaging were divided into group A (95 students, Grade 2009) and group B (117 students, Grade 2010). The traditional teaching method was adopted in group A, and the theory-practice integrated teaching method was adopted in group B. The teaching effect was evaluated by the exam results(theory and experimentation) and ques-tionnaire. SPSS 13.0 software was used and the measurement date were expressed by x±s. Statistical analysis was performed using t test, with the level of test α=0.05. Results The results of theoretical exam (P=0.024),practical exam (P=0.017) and questionnaire of group B was higher than group A (P=0.00). Conclusions LBL、CBL、TBL integrated teaching method is better than traditional teaching method, especially in improving the students' ability of linking up theory with practice, learning initia-tive, teamwork.
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Task-based learning (TBL) has been accepted as an effective tool in teaching and learning activities in most medical schools. Many studies have looked at competencies and learning outcomes essential for undergraduates. Among the essential competencies are interpersonal skills and the ability to engage in a group discussion which this study has focused on. The evidence supporting higher interpersonal skills is however limited because many relevant competencies are hard to measure and require long observational periods. Objective To determine students’ self-perceived value of TBL in enhancing their interpersonal skills during the clinical phase. Material and Methods All students’ (semesters 6-10) in the clinical school of International Medical University (IMU) were invited to participate in this cross-sectional study done in December 2007 utilising a self-administered questionnaire with a 5-point Likert scale. It assessed the students’ perception on TBL sessions conducted during their clinical attachments in the various disciplines. Mean-scores, standard deviations, and confidence interval were used. Results Response rate was 62%. The results indicated that students were favorable in their opinion on TBL as a suitable forum for active communication and participation in group discussion. The results also show that both male and female students’ have similar perception. As for the comparison according to semesters, this showed that students’ maturity does not influence their perception as well. Conclusion In conclusion, the study has shown positive students’ perception on the effect of TBL on acquired skills such as interpersonal communication. Our findings are consistent with many earlier studies which show students’ perception of the method of learning as important factor in the enhancement of their interpersonal skills which is fundamental to clinical practice. Further research is necessary; long-term and larger scale observational studies would undoubtedly be optimal to minimise response bias.