Comparative Analysis of Effectiveness Between Flipped Classroom and Lecture-Based Classroom in Undergraduate Medical Education at Alfaisal University.

Objective The effectiveness of the flipped classroom is currently debated due to conflicting results from different studies. It is therefore important to evaluate its usefulness each time it is applied in a new setting. Thus, this study was conducted with the objective of evaluating the effectiveness and acceptability of the flipped classroom in undergraduate medical education at the College of Medicine, Alfaisal University. Methods This was a quasi-experimental study consisting of development and administration of a flipped classroom with one group of students receiving the flipped classroom (FG) and the other group with the traditional lecture-based teaching (LG). We compared the pre-university enrolment Cumulative Grade Point Average (CGPA), preceding progress test results and previous semester performance for the two groups, which showed no statistical difference. Results Since the FG had received the video lecture while the LG had not, there was a clear statistical difference between the groups with FG showing better performance in pre-test scores. The post-test performances were marginally not statistically different between FG and LG groups. Conclusion Our results did not show any long-term benefit of a flipped classroom in terms of retention of knowledge as manifested by grades obtained in midterm and final examinations. It was also not received positively by the students.

Implementation of structured team-based review enhances knowledge consolidation and academic performance of undergraduate medical students studying neuroscience.

Team-based learning (TBL) provides a systematic approach to teaching and learning and promotes critical thinking and enhances medical educational activities and professional development. TBL-based didactic methodology has proven beneficial in enhancing learning and consolidating key educational concepts throughout educational curricula. Such areas of application include neuroscience, which is traditionally considered to be one of the most difficult disciplines to be taught in undergraduate medical courses to the point where the scientific literature reports "neurophobia" among undergraduate medical students. Herein, we report the design and application of a modified version of TBL, which we termed team-based review (TBR) throughout two cohorts of undergraduate medical students undertaking neuroscience. We show that our TBR methodology enhanced student understanding of neuroscience, increasing average marks and grades achieved in final exams, while also increasing the proportion of students obtaining higher grades. Application of TBR also improved marks obtained by students throughout continuous assessment (midterms, TBL, and problem-based learning grades). In surveys taken following final exams, students strongly felt that TBR enhanced their learning experience and aided knowledge acquisition, consolidation, and exam preparation. Collectively, we show that TBR-based methodology was effective in enhancing the student learning experience and performance in neuroscience and could potentially be successfully used to enhance performance and learning in other subjects in the undergraduate medical curriculum.

Team-based learning in an undergraduate pathology curriculum and its effects on student performance.

OBJECTIVES: Team-based learning (TBL) is a student-centered learning modality in which high and low achievers are organized in groups where students learn from each other at their own pace. The purpose of this study was to explore the correlations between TBL scores and final examination scores and student perceptions of a TBL system. METHODS: A cross-sectional survey was conducted on a sample obtained using quota sampling of a population of second-year students enrolled in the College of Medicine, University of Sharjah, Sharjah, United Arab Emirates. A self-administered questionnaire was employed to collect data on the students' perceptions and opinions, TBL scores, and final examination scores. The data were processed and analyzed using SPSS Version 22. RESULTS: A sample of 101 students participated in the study. The Team Readiness Assurance Test scores were consistently higher than the mean Individual Readiness Assurance Test (IRAT) scores. The results found a statistically significant correlation between the IRAT and the final examination scores (r = 0.46, p < 0.001). About 57% of the sample agreed that TBL increased the understanding of course content, 45% reported that TBL was a useful learning activity, and 67% indicated that TBL enhanced interpersonal and communication skills. CONCLUSION: The findings imply that TBL is an effective tool to facilitate inter-professional and team-based learning outcomes. Collaborations among TBL group members help learners to develop communication and interpersonal skills and to gain knowledge.

Can Facebook pages be a mode of blended learning to supplement in-class teaching in Saudi Arabia?

The aim of this study was to examine the potential of a self-designed Facebook page on Neuroscience, to supplement in-class teaching as a mode of blended learning. Posts were split into multiple choice questions (MCQs), general interest articles, neuroscience-related external links and resources, and lecture notes and PowerPoint presentations. The study was divided into three distinct phases: before, during, and after the Neuroscience block. Student responses were evaluated via a self-developed questionnaire. Grades achieved by students undertaking the block in 2015 and 2014 were recorded, as were the grades achieved by the same cohort in concurrent blocks in the same year of study. Results showed that ~80% of students reported that use of the page enhanced their overall subject knowledge and exam preparation. Highest page activity occurred during the Neuroscience block. Peak activity occurred directly before summative assessments, with MCQ posts having the highest impact. The cohort of students with access to the Facebook page achieved better grades in the block compared with the previous cohort, despite similar average performance in other subjects. We demonstrate the utility of Facebook as a powerful tool for undergraduate education, supplementing in-class teaching, and assisting in exam preparation, potentially increasing average student performance.

Assessment of first-year medical students' perceptions of teaching and learning through team-based learning sessions.

Team-based learning (TBL) is an emerging teaching and learning strategy being employed in medical schools. The College of Medicine at Alfaisal University has adopted a TBL approach as an instructional method for first-year medical students. The aim of the present study was to describe the TBL method employed at Alfaisal University College of Medicine and to assess first-year medical students' perceptions of this learning modality for the anatomy- and physiology-based blocks/courses in organ systems form of curriculum. A five-point Likert scale questionnaire was structured based on Kirkpatrick's theory and assessed three major domains: reaction, learning, and behavior. Confirmatory factor analysis (CFA) and Cronbach's α-coefficient tests were used to assess the validity and reliability of the construct, respectively. CFA showed an adequate validity of the survey and Cronbach's α revealed an acceptable internal uniformity (0.69). A total of 185 respondents rated reaction, learning, and behavior toward introduction of TBL as 3.53 ± 1.01, 3.59 ± 1.12, and 3.57 ± 1.12, respectively. Excellent students rated TBL highly in all major domains compared with borderline students (reaction, behavior, and learning domains with P values of <0.049, <0.035, and <0.031, respectively). Students who had prior teamwork experience rated TBL higher in terms of their learning experience compared with those who were rarely involved in team work. This study demonstrated that Alfaisal University first-year medical students perceived TBL positively as a teaching and learning strategy for functional anatomy, and prior involvement in teamwork and academic performance correlates with higher ratings of TBL.

Comparing the efficacy of team based learning strategies in a problem based learning curriculum.

We introduced two variants of team based learning (TBL) strategies in pathology course to seek their efficacy in a problem based learning (PBL) curriculum. The TBL strategy was adopted in two different sessions. One during regular resource session (RS-TBL) and other during a weekly review session (RVS-TBL) of the PBL curriculum. The study involved 104 second year students during their 8 weeks of cardiovascular-respiratory units and 3 weeks of hematology units. RS-TBL was adopted for cardiovascular-respiratory unit and RVS-TBL for hematology unit. The first 8 weeks of the course were implemented as RS-TBL and the last 3 weeks as RVS-TBL. The results showed that the group performance was markedly improved than individual performance in both RS-TBL and RVS-TBL (p < 0.001). Comparison between the RS-TBL and RVS-TBL revealed that individual student and group performance was better in the RVS-BL (p < 0.001). The result of the student attitudinal survey indicated an 88% agreement that TBL enhanced their understanding of pathology concepts and critical analysis. Most of the participants (85%) found RVS-TBL to be more useful. Post-TBL, end of semester examination results proved beneficial for the students in risk. The study demonstrated that RVS-TBL may be preferably adopted to enhance the philosophy of TBL in a PBL curriculum.