Comparison of remote learning methods to on-site teaching -randomized, controlled trial.

BACKGROUND: In the digitalized world, there is a need for developing new online teaching and learning methods. Although audio and video recordings are increasingly used in everyday learning, little scientific evidence is available on the efficacy of new online methods. This randomized trial was set out to compare the learning outcomes of online and classroom teaching methods in training healthcare students to diagnose breathing difficulties in children. METHODS: In total, 301 students of medicine (N = 166) and nursing (N = 135) volunteered to participate in this total sampling study in 2021-2022. The students were randomized into four groups based on teaching methods: classroom teaching (live, N = 72), streamed classroom teaching (live-stream, N = 77), audio recording (podcast, N = 79) and video recording (vodcast, N = 73). Each 45-minute lesson was taught by the same teachers and used the same protocol. The students participated an online test with their own electronic device at three distinct time points: prior to any teaching (baseline), immediately after teaching (final test), and five weeks later (long-term memory test). The test consisted of 10 multiple-choice questions on recognizing breathing difficulties from real-life videos of breathing difficulties in pre-school age. The test results scale ranged from - 26 to 28 points. Statistical analyses were performed using ANOVA multiple comparison and multiple regression tests. RESULTS: The mean scores (SD) of the final tests were 22.5 (5.3) in the vodcast, 22.9 (6.1) in the live, 20.0 (5.6) in the podcast (p < 0.05 vs. live) and 20.1 (6.8) in the live-stream group. The mean difference of test scores before and after the lesson improved significantly (p < 0.05) in all study groups, with 12.9 (6.5) in the vodcast, 12.6 (5.6) in the live, 10.9 (7.0) in the live-stream and 10.4 (6.9) in the podcast group. The improvement in test scores was significantly higher in the vodcast (p = 0.016) and the live (p = 0.037) groups than in the podcast group. No significant differences were found between the other groups. However, there was a nonsignificant difference towards better results in the vodcast group compared to the live-stream group. CONCLUSIONS: While the new online teaching methods produce learning, only video learning is comparable to team teaching in classrooms.

Exploring Team-Based Teaching of Basic Sciences and Clinical Practice: Experiences of Pharmacy Students at a Malaysian Pharmacy School.

Interdisciplinary learning combining foundational science concepts and clinical practice applications is important in many healthcare-related programmes, including pharmacy. The coherent, structured interdisciplinary curricula designed by specialists may not always be perceived as integrated by students. Team teaching, an education approach where two or more instructors share teaching responsibilities within a classroom setting, may help eliminate this perception. This study aims to explore whether team teaching can improve Asian students' experience of learning in an undergraduate pharmacy programme in Malaysia. A single 2-h interactive lecture session was delivered using a team-based approach to year 4 undergraduate pharmacy students enrolled at the School of Pharmacy, Monash University Malaysia, from 2015 to 2017. All students who attended the team-based teaching lectures were provided with an anonymous link, which requested responses on their views towards team-based teaching. Fifty out of 104 participants from three different cohorts responded to the survey of this study. Over 75% of students reported that they learnt better with the team teaching approach compared to traditional lectures delivered by one lecturer and that the team teaching approach was superior to private study. About 60% of the participants agreed that the team-based teaching approach helped develop their information-synthesising and problem-solving skills. This study provides evidence for using team teaching for design and delivery in an Asian context. The approach was well received by the participants.

Enhancing the student learning experience: Co-teaching biochemistry and clinical sciences within the dental curriculum.

Basic knowledge of biochemistry underpins oral and dental care. Undergraduate dental students do not always engage well with basic science teaching due to not appreciating its clinical relevance. Co-teaching provides one approach to overcome students' disengagement and involves two lecturers, with complementary expertise, presenting the curriculum together. This study investigated student experiences and engagement using co-teaching to integrate biochemistry with clinical sciences in the students' second-year dental curriculum. Two successive second year dental student cohorts were co-taught. Content was delivered by a biochemist and an oral biologist, either online (during the 2020 COVID lockdown) or in-person (2021). Each cohort was surveyed at the end of the teaching module using an online questionnaire containing both interval scale and free-text questions. Responses were received from 39 (42%) and 64 (85%) of students in 2020 and 2021, respectively. Students from both cohorts preferred the co-teaching approach with a mean of 8.74 on a 10-point interval scale. In 2020 and 2021, 77% and 76% of participants, respectively, preferred a combined biochemistry and clinical dentistry delivery, either in-person (37%), via Zoom (19%) or via video recording (14%). Thematic analysis of responses revealed students experienced enhanced engagement when co-taught and they attributed this to integration of the curriculum making the content more relevant and stimulating. Students preferred co-teaching to individual subjects being taught by a single teacher. Co-teaching established the relevance of theoretical biochemistry to clinical dental sciences and enhanced the students' learning experience.

Continuity or team-teaching approach for midwifery education? An exploratory qualitative study of student and academic preferences.

BACKGROUND: The content of midwifery courses is very similar across universities. The teaching approach is not, with universities adopting a variety of pedagogical methods. AIM: To explore views of midwifery students, midwifery academics and senior academic managers comparing a continuity approach where one main academic provides the majority of midwifery content plus pastoral care compared with a team-teaching approach of midwifery education where lecturers change throughout the course. METHODS: Semi-structured interviews and focus groups were used to discover thoughts, benefits and disadvantages of two teaching approaches. Data were analysed using thematic analysis. FINDINGS: Midwifery students and academics valued relationship building, consistency of advice and assessment expectations of the continuity approach but also appreciated a variety of teaching styles and content found in the team-teaching approach. Senior academic managers favoured a team-teaching approach due to workload concerns. DISCUSSION: Continuity and team-teaching pedagogical approaches offer different advantages. Continuity in midwifery education may provide students with a meaningful trusting relationship with their teacher and consistency of information, which could aid learning. A team-teaching approach provides students with diversity of teaching styles and midwifery 'stories'. A combination of both pedagogies offering both a mix of teachers and a named 'go-to' mentor might help meet student requirements for both continuity and variety. CONCLUSION: Relationship building, consistency and trust, were all evident in the continuity approach whereas the team-teaching approach was considered to be a more sustainable workload model.

The Creation of a Massive, Multi-team Organized (MMO) Course.

Instructors and administrators recognize that our world demands graduates who are not only prepared to meet today's challenges but are also equipped to tackle novel problems of the future. This article describes the creation of an interdisciplinary, team-taught course designed using features of collaborative learning and problem-based learning with a focus on the impact of teaching with a large number of faculty. The course was well-received by students with positive feedback about integration of previous curricular content and a low-pressure learning environment. However, the course was not without its challenges. Participation from over half of the program's teaching faculty required a considerable investment of time and resulted in weekly inconsistencies throughout the semester. This article highlights successes, challenges, and recommendations for others seeking to design a course with a similar number of faculty. This course style is referred to as a "massive, multi-team organized (MMO) course."

Student and faculty perceptions of integrated therapeutics courses in a doctor of pharmacy program.

INTRODUCTION: There has been a movement in clinical education towards integrating foundational and applied course content. It remains unclear what best practices are for integration or how meaningful integration is for improving learning. We assessed the impact and perceptions of different degrees of integration in Integrated Pharmacy Care and Patient Management (IPC) courses. METHODS: Students and faculty of one four-year doctor of pharmacy program were asked to complete surveys upon conclusion of the last of twelve integrated courses. Three degrees of integration (first degree, second degree, complete Integration) were defined for respondents. The student questionnaire included items on perceived value of integrated education as well as used and preferred levels of integration throughout the course series. Perceived estimated integration levels were then correlated with mean grade point averages (GPAs) for the courses. The faculty survey assessed experience with, and perceptions of, integrated teaching. RESULTS: Sixty-five students (100% response) and 10 faculty (50% response) completed the surveys. Students preferred complete integration for all IPC courses and indicated that they were better able to retain and understand information with higher levels of integration. Supporting this, mean course GPAs positively correlated with estimated levels of integration. Faculty remained neutral on whether integration helps students to better understand course material and highlighted barriers to implementing higher levels of integration, including lack of time. CONCLUSIONS: Our results suggest that a team approach to complete integration is most beneficial for pharmacy students. Faculty may require additional institutional support to accomplish such integration.

Effectiveness of team teaching in biochemistry lectures for undergraduate students.

Team teaching is an innovative method to engage the large group and make lectures more interesting. The aim of the study is to evaluate the impact of team teaching in first year biochemistry lecture classes. After obtaining ethical clearance, 150 first year medical undergraduate students participated in the study on a voluntary basis. Topic identified for team teaching was "Protein biosynthesis" in Biochemistry, which was designed to be carried out in 5 h of lecture by three teachers. At the end of the team teaching module and traditional lectures, a structured anonymous feedback was obtained from the students. At the end of each class, students' understanding of the lecture was assessed by an MCQ test comprising 5-6 items, which mainly tested the recollection and understanding levels of Bloom's taxonomy. This was compared with traditional lectures. The mean MCQ test score was significantly higher for team teaching when compared to traditional teaching. The students had increased attention span and were able to answer questions from later part of the class in team lectures. The students had reported that lectures taught by team were more interesting and informative. They also felt that the team was more receptive to the doubts raised, stimulated discussion on the topic and had a better rapport with the class.

Anatomy Students That are "Team-Taught" May Achieve Better Results Than Those That are "Sole-Taught".

Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials.

Interprofessional Team-based Learning: Building Social Capital.

Often the first-time health professionals work together is as new graduates, with a paucity of shared learning among the various health disciplines within university curricula. This is largely due to the complexities of delivering interprofessional education (IPE) and the preference of individuals to work within their established silos. With its ability to nurture collaboration among students, there is a developing trend to use team-based learning (TBL) as a teaching method to engage health care students in IPE. Using the conceptual lens of social capital theory, the purpose of this article is to provide readers with an overview and evidence for the use of TBL within the interprofessional health care education setting, highlighting the benefits and challenges.

Are Two Teachers Better than One? Team Teaching in TBL.

Teaching the medical sciences using team-based learning (TBL) is a complex task, which requires knowledge of both the subject matter and pedagogy. To deal with these increased demands on the teacher, a strategy where every TBL session is co-taught by a Content Expert and a Facilitator was implemented. Twelve classroom sessions focusing on the interaction between these groups of teachers and their contribution in class were observed. There are quantitative and qualitative differences in the nature of the questions that they ask. The findings provide insight into how effective TBL sessions arise from complementary questioning strategies from these parties.

Modeling integration: co-teaching basic and clinical sciences medicine in the classroom.

PURPOSE: Calls for revision in undergraduate medical education frequently cite the importance of integrating basic and clinical sciences and the use of active pedagogies. One under-appreciated approach to accomplishing both is interactive co-teaching, defined as two instructors with complementary expertise engaging students and each other instead of lecturing. This study sought to determine if interactive co-teaching helped students integrate and learn basic and clinical sciences, as well as to explore potential advantages and barriers to co-teaching. METHODS: The comparative success of solo- and co-teaching in a microbiology/infectious disease course was determined by surveying student perceptions at the end of the course and examination scores for questions based on either solo- or co-taught content. The advantages and barriers to co-teaching were explored by thematic analysis of student responses to open-ended survey questions. RESULTS: Results suggest that co-teaching supported content integration as a significant majority of students (92%, n=112) reported they understood the connection between basic and clinical sciences better when content was co-taught. In addition, a plurality of students indicated that co-teaching provided a better overall learning experience (81%, n=99), was more engaging (74%, n=90), and made it easier to apply content (74%, n=90). These positive perceptions were reflected in better exam outcomes for materials covered in co-taught over solo-taught sessions. CONCLUSION: Results suggest students value co-teaching as a means to integrate basic and clinical sciences. However, interactive co-teaching pedagogies require careful planning and collaboration among faculty. Co-teaching requires the commitment of both faculty members to this pedagogy.

Pediatric communication training: A project report on an innovative approach and its effects on student acceptance.

AIM AND BACKGROUND: To elucidate the effects on the results of student evaluation after the revision of pediatric communication training. Students repeatedly rated communication training as moderate, and indicated an insufficient level of preparedness with regard to the medical background of the cases used. Also, tutoring was often perceived as unbalanced between medical and communicative issues associated with the tutor's profession-who was either a resident or a psychologist. In addition, peer role-play was frequently criticized for being used in a case featuring cultural and language barriers. METHODS: Communication training was extensively remodeled. A blended learning concept was introduced with virtual patients in preparation for case-specific medical content, peer role-play was combined with standardized parents, and team teaching by residents and psychologists was introduced to strike a balance in discussions between medical and communicative matters. During the following term, the faculty's standardized evaluation was used to elicit overall rating and particular curricular changes of the communication training; overall ratings were compared to earlier evaluation results. In addition, teaching analysis polls (TAP) were conducted to obtain direct feedback from students about their perceptions of the remodeled training. RESULTS: The overall rating of the communication training did not improve after course revision. Items on specific changes implemented in the training received only moderate ratings. In contrast, direct feedback through TAP revealed significant learning effects perceived through the blended approach, peer role-play and standardized parents, and team teaching. However, students made requests to shorten the training duration and expressed controversial opinions on the use of peer role-play and standardized parents. CONCLUSIONS: Despite large efforts to improve teaching, evaluation results do not necessarily meet educators' expectations. If evaluations are more likely to measure acceptance alone among students, improvements in teaching might not be fully communicated to medical educators.

Team-Based Professional Development Interventions in Higher Education: A Systematic Review.

Most professional development activities focus on individual teachers, such as mentoring or the use of portfolios. However, new developments in higher education require teachers to work together in teams more often. Due to these changes, there is a growing need for professional development activities focusing on teams. Therefore, this review study was conducted to provide an overview of what is known about professional development in teams in the context of higher education. A total of 18 articles were reviewed that describe the effects of professional development in teams on teacher attitudes and teacher learning. Furthermore, several factors that can either hinder or support professional development in teams are identified at the individual teacher level, at the team level, and also at the organizational level.

Advancing student nurse knowledge of the biomedical sciences: A mixed methods study.

BACKGROUND: Nursing students' ability to learn, integrate and apply bioscience knowledge to their clinical practice remains a concern. OBJECTIVES: To evaluate the implementation, influence, and student perspective of a team-teaching workshop to integrate bioscience theory with clinical nursing practice. DESIGN: The team-teaching workshop was offered prior to commencement of the university semester as a refresher course at an Australian university. This study employed a sequential explanatory mixed methods design incorporating both quantitative and qualitative items. METHODS: An evaluation survey with quantitative and qualitative items and a focus group were employed. The qualitative data were analysed using a thematic approach. The quantitative data was combined with the emergent themes in the qualitative data. PARTICIPANTS: Participants were final year nursing students. Nine students attended the workshop. All students completed the evaluation (N=9) and 44.4% (N=4) attended the focus group. RESULTS: The results revealed six themes: (1) lectures are an inadequate teaching strategy for bioscience; (2) teaching strategies which incorporate active learning engage students; (3) the team-teaching workshop provides an effective learning environment; (4) the workshop content should be expanded; (5) pharmacology should relate to bioscience, and bioscience should relate to nursing; and (6) team-teaching was effective in integrating pharmacology with bioscience, and then translating this into nursing practice. Students had felt there was disjointedness between pharmacology and bioscience, and between bioscience and nursing care within their undergraduate studies. The workshop that was based on team-teaching bridged those gaps, utilised active learning strategies and provided an effective learning environment. CONCLUSION: Team-teaching that employs active learning strategies is an effective approach to assist nursing students to integrate bioscience knowledge into their nursing practice.

The Application of Team Teaching Mode in Medical Humanities Teaching:Taking Harbin Medical University as an Example / 中国医学伦理学

This paper summarizes the connotation of team teaching mode,introduces its practice in foreign medical humanities teaching,and analyzes the significance of team teaching mode in medical humanities teaching practice.On this basis,this paper introduces the Harbin medical university's new attempt in medical humanities teaching,teachers from different majors teach together,we can achieve the double effect of the interaction between teachers and teachers,to maximize the enthusiasm,participation and creativity of students,in order to achieve the most ideal teaching effect.

Using the Humanities to Teach Neuroscience to Non-majors.

We developed and offered a sequence of neuroscience courses geared toward changing the way non-science students interact with the sciences. Although we accepted students from all majors and at all class levels, our target population was first and second year students who were majoring in the fine arts or the humanities, or who had not yet declared a major. Our goal was to engage these students in science in general and neuroscience in particular by teaching science in a way that was accessible and relevant to their intellectual experiences. Our methodology was to teach scientific principles through the humanities by using course material that is at the intersection of the sciences and the humanities and by changing the classroom experience for both faculty and students. Examples of our course materials included the works of Oliver Sacks, V.S. Ramachandran, Martha Nussbaum, Virginia Woolf and Karl Popper, among others. To change the classroom experience we used a model of team-teaching, which required the simultaneous presence of two faculty members in the classroom for all classes. We changed the structure of the classroom experience from the traditional authority model to a model in which inquiry, debate, and intellectual responsibility were central. We wanted the students to have an appreciation of science not only as an endeavor guided by evidence and experimentation, but also a public discourse driven by creativity and controversy. The courses attracted a significant number of humanities and fine arts students, many of whom had already completed their basic science requirement.

Brain literate: making neuroscience accessible to a wider audience of undergraduates.

The ability to critically evaluate neuroscientific findings is a skill that is rapidly becoming important in non-science professions. As neuroscience research is increasingly being used in law, business, education, and politics, it becomes imperative to educate future leaders in all areas of society about the brain. Undergraduate general education courses are an ideal way to expose students to issues of critical importance, but non-science students may avoid taking a neuroscience course because of the perception that neuroscience is more challenging than other science courses. A recently developed general education cluster course at UCLA aims to make neuroscience more palatable to undergraduates by pairing neuroscientific concepts with philosophy and history, and by building a learning community that supports the development of core academic skills and intellectual growth over the course of a year. This study examined the extent to which the course was successful in delivering neuroscience education to a broader undergraduate community. The results indicate that a majority of students in the course mastered the basics of the discipline regardless of their major. Furthermore, 77% of the non-life science majors (approximately two-thirds of students in the course) indicated that they would not have taken an undergraduate neuroscience course if this one was not offered. The findings also demonstrate that the course helped students develop core academic skills and improved their ability to think critically about current events in neuroscience. Faculty reported that teaching the course was highly rewarding and did not require an inordinate amount of time.

Leading the way: changing the focus from teaching to learning in large subjects with limited budgets.

To lead positive change in the teaching practice of teams that service large numbers of diverse students from multiple degree programs provides many challenges. The primary aim of this study was to provide a clear framework on which to plan the process of change that can be utilized by academic departments sector wide. Barriers to change were reduced by adapting and utilizing Kotter's principals of change specifically by creating a sense of urgency and defining a clear goal designed to address the problem. Changing attitudes involved training staff in new teaching and learning approaches and strategies, and creating a collaborative, supportive team-based teaching environment within which the planned changes could be implemented and evaluated. As a result senior academics are now directly involved in delivering sections of the face-to-face teaching in the new environment. Through promoting positive change we enabled deeper student engagement with the theoretical concepts delivered in lectures as evidenced by favorable student evaluations, feedback, and improved final exam results. A collaborative team-based approach that recognizes the importance of distributed leadership combined with a clearly articulated change management process were central to enabling academics to design, try, and evaluate the new teaching and learning practices. Our study demonstrates that a concerted focus on "change management" enabled teaching team members to adopt a major shift in the teaching and learning approach that resulted in measurable improvements in student learning.

Outcome-based self-assessment on a team-teaching subject in the medical school.

We attempted to investigate the reason why the students got a worse grade in gross anatomy and the way how we can improve upon the teaching method since there were gaps between teaching and learning under recently changed integration curriculum. General characteristics of students and exploratory factors to testify the validity were compared between year 2011 and 2012. Students were asked to complete a short survey with a Likert scale. The results were as follows: although the percentage of acceptable items was similar between professors, professor C preferred questions with adequate item discrimination and inappropriate item difficulty whereas professor Y preferred adequate item discrimination and appropriate item difficulty with statistical significance (P<0.01). The survey revealed that 26.5% of total students gave up the exam on gross anatomy of professor Y irrespective of years. These results suggested that students were affected by the corrected item difficulty rather than item discrimination in order to obtain academic achievement. Therefore, professors in a team-teaching subject should reach a consensus on an item difficulty with proper teaching methods.