Verification of learner’s differences by team-based learning in biochemistry classes / 한국의학교육
Korean Journal of Medical Education
;
: 263-269, 2017.
Artigo
em Inglês
| WPRIM
| ID: wpr-57727
ABSTRACT
PURPOSE:
We tested the effect of team-based learning (TBL) on medical education through the second-year premedical students’ TBL scores in biochemistry classes over 5 years.METHODS:
We analyzed the results based on test scores before and after the students’ debate. The groups of students for statistical analysis were divided as follows group 1 comprised the top-ranked students, group 3 comprised the low-ranked students, and group 2 comprised the medium-ranked students. Therefore, group T comprised 382 students (the total number of students in group 1, 2, and 3). To calibrate the difficulty of the test, original scores were converted into standardized scores. We determined the differences of the tests using Student t-test, and the relationship between scores before, and after the TBL using linear regression tests.RESULTS:
Although there was a decrease in the lowest score, group T and 3 showed a significant increase in both original and standardized scores; there was also an increase in the standardized score of group 3. There was a positive correlation between the pre- and the post-debate scores in group T, and 2. And the beta values of the pre-debate scores and “the changes between the pre- and post-debate scores” were statistically significant in both original and standardized scores.CONCLUSION:
TBL is one of the educational methods for helping students improve their grades, particularly those of low-ranked students.
Texto completo:
DisponíveL
Índice:
WPRIM (Pacífico Ocidental)
Assunto principal:
Faculdades de Medicina
/
Bioquímica
/
Modelos Lineares
/
Educação Médica
/
Educação Pré-Médica
/
Aprendizagem
Limite:
Humanos
Idioma:
Inglês
Revista:
Korean Journal of Medical Education
Ano de publicação:
2017
Tipo de documento:
Artigo
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