Team-Based Learning online: percepção dos graduandos de saúde e influência do perfil comportamental do estudante / Online Team-Based Learning: perception of health undergraduates and influence of the student's behavioral profile

Resumo Introdução: O Team-Based Learning (TBL) é uma metodologia ativa que tem se mostrado efetiva para a formação de profissionais de saúde. Em 2020, devido à pandemia da Covid-19, a aplicação do TBL migrou da modalidade presencial para online síncrona. Objetivos: Este estudo objetivou avaliar a percepção de graduandos de saúde sobre o TBL online e analisar se existe diferença de percepção dessa modalidade entre os grupos de estudantes com níveis distintos de exposição anterior às sessões presenciais e online do método, além de verificar se tal percepção pode ser afetada pelo perfil comportamental do estudante. Método: Trata-se de um estudo observacional, transversal de caráter descritivo-exploratório, comparativo, relacional, de abordagem quantitativa, realizado nos cursos de graduação em Medicina e Enfermagem, entre setembro e dezembro de 2021. Aplicou-se, virtualmente, um questionário sobre os dados sociodemográficos, além dos instrumentos Avaliação da Percepção do Aluno-Team-Based Learning (APA-TBL) e Teste de Perfil Comportamental DISC. Resultados: Dos 241 estudantes participantes, houve predominância do sexo feminino (81%), na faixa etária de 20,8 a 24,4 anos, que já tinham frequentado mais de 10 sessões de TBL presencial (90%) e TBL online (53%). Das 24 questões do APA-TBL, 17 obtiveram índice igual ou superior a 75% na soma das respostas "concordo totalmente"/"concordo", valores considerados como percepção positiva neste estudo. Os alunos com exposição a mais de 10 sessões do TBL online apresentaram uma percepção significativamente mais negativa em três das quatro dimensões do APA-TBL, quando comparados aos menos expostos. O grupo que havia participado de mais de 10 sessões de TBL presencial apresentou uma percepção significativamente mais negativa em apenas uma dimensão do instrumento, quando comparados aos menos expostos. O principal fator DISC encontrado entre os perfis comportamentais dos participantes foi a estabilidade ("S"). Não houve correlação entre o perfil comportamental do aluno e sua percepção sobre o método na versão online. Conclusões: Observou-se uma percepção favorável dos graduandos de saúde sobre o TBL online. A exposição anterior prolongada ao método, tanto no modo online, quanto presencial, impactou negativamente a percepção dos estudantes sobre o TBL online. Não foi evidenciada influência do perfil comportamental do estudante em sua percepção do método.

Abstract Introduction: Team-Based Learning (TBL) is an active methodology that has shown to be effective for the training of health professionals. In 2020, due to the COVID-19 pandemic, TBL utilization migrated from the in-person to the synchronous online mode. Objectives: This study aimed to evaluate the perception of health undergraduate students about online TBL and to analyze whether there is a difference regarding this perception between groups of students with different levels of exposure prior to in-person and online sessions of the teaching method, in addition to verifying whether such perception can be affected by the student's behavioral profile. Method: This is an observational, cross-sectional, descriptive-exploratory level II comparative study with a quantitative approach, carried out in undergraduate Nursing and Medicine courses between September and December 2021. A questionnaire on sociodemographic data was applied virtually, in addition to the Assessment of Student Perception-Team-Based Learning (ASP-TBL) and the DISC Personality Test instruments. Results: Of the 241 participating students, most were females (81%), aged between 20.8 and 24.4 years, who had already attended more than 10 sessions of in-person TBL (90%) and online TBL (53%). Of the 24 ASP-TBL questions, 17 obtained an index equal to or greater than 75% in the sum of the answers "I totally agree"/"I agree", values considered as a positive perception in this study. Students exposed to more than 10 online TBL sessions had a significantly more negative perception in three of the four dimensions of the ASP-TBL, when compared to less exposed students. The group that had participated in more than 10 in-person TBL sessions had a significantly more negative perception in only one dimension of the instrument, when compared to the less exposed ones. The main DISC Personality test factor found among the participants' behavioral profiles was submission ("S"). There was no correlation between the student's behavioral profile and their perception of the method in the online version. Conclusions: There was a favorable perception of health undergraduate students regarding online TBL. Previous prolonged exposure to the method, both online and in-person, represented a significant difference in the students' perception of online TBL. There was no evidence of the influence of the student's behavioral profile on their perception of the teaching method.

Aprendizagem Baseada em Equipes no ensino remoto da promoção e educação em saúde na medicina / Team-based learning in remote teaching of health promotion and education at Medical School

Resumo: Introdução: A Aprendizagem Baseada em Equipes (ABE) é um método muito utilizado no ensino da promoção de saúde, pois instiga o exercício de habilidades como a liderança, o trabalho em equipe e a tomada de decisões. Com a pandemia da Covid-19, houve a necessidade de adaptar o ensino médico para o âmbito remoto. Assim, o objetivo deste artigo é descrever a experiência de adaptação de um componente curricular de Saúde Coletiva ao ambiente on-line, mantendo a ABE como método de ensino-aprendizagem da promoção de saúde, mesmo em tempos de pandemia. Relato de experiência: A aplicação do método foi feita por meio de videoconferências e de uma plataforma com recursos para a aplicação dos testes conforme o formato da ABE. Com os encontros, os estudantes desenvolveram competências essenciais à promoção da saúde, como salutogênese, metáforas da enfermidade na experiência do adoecimento, prevenção de agravos e educação em saúde. Discussão: A ABE consegue desenvolver no estudante habilidades como o trabalho em equipe, a liderança e o diálogo. Essas competências são preconizadas pelas Diretrizes Curriculares Nacionais durante a formação médica, além de serem essenciais na prática da promoção da saúde. Além disso, nota-se que o componente curricular promoveu uma construção salutogênica das capacidades dos alunos, desenvolvendo habilidades a partir das potencialidades dos estudantes, tal como em um grupo operativo. Ademais, a aplicação da ABE permitiu a continuidade do ensino de qualidade da promoção de saúde, mesmo em ambiente remoto, tendo em vista que essa metodologia estimula a aprendizagem ativa e oferece a possibilidade de aplicar os conhecimentos obtidos em situações práticas. As principais limitações da experiência foram as dificuldades de acesso às plataformas de ensino remoto, as restrições à comunicação não verbal e o controle sobre o acesso a materiais de consulta durante a execução de cada etapa. Conclusão: A adaptação da ABE ao ambiente remoto estimulou a prática de habilidades comunicativas e de argumentação que são essenciais à facilitação de grupos operativos na comunidade e permitiu que os estudantes aplicassem os conceitos aprendidos em situações práticas, apesar do ambiente remoto de ensino.

Abstract: Introduction: Team-Based Learning (TBL) is a method widely used in the teaching of health promotion as it instigates the exercise of skills such as leadership, teamwork and decision-making. With the emergence of the COVID-19 pandemic, there was a general need to adapt medical education to the remote environment. Thus, the objective of this article is to describe the experience of adapting a curricular component of Public Health to the online scenario, maintaining TBL as a teaching-learning methodology of health promotion, even during the pandemic. Experience Report: The method was applied through videoconferences and a platform with resources for the application of tests according to the TBL format. With the meetings, students developed essential skills about health promotion, such as salutogenesis, the illness metaphor during the process of getting sick, prevention and health education. Discussion: TBL develops students' skills such as teamwork, leadership and dialogue. These competencies are prescribed in the National Curricular Guidelines for undergraduate medical training, and are essential in the practice of health promotion. Furthermore, the discipline promoted a salutogenic construction of the students' capacities, developing skills based on their potential, just as in an operational group. Also, the application of TBL allowed the continued smooth teaching of health promotion despite the remote learning scenario, because this methodology encourages active learning and offers the possibility of applying the knowledge obtained in practical situations. The main limitations of the experience were difficulties encountered in accessing distance learning platforms, the limitations to non-verbal communication and the control over consultation materials during the execution of each stage. Conclusion: The adaptation of the TBL method to the remote scenario stimulated the practice of communicative and argumentative skills that are essential to the work with operative groups in the community and allowed students to apply the learned concepts in practical situations, despite the remote learning environment.

Comparación del rendimiento académico basado en metodología TBL y metodología tradicional de enseñanza en estudiantes de odontología en Santiago de Chile / Comparison of academic. Performance based on TBL methodology and traditional teaching methodology in dentistry students in Santiago de Chile

INTRODUCCION Con el pasar de los años han surgido metodologías activas de enseñanza, donde el estudiante pasa a tener un rol protagonista. La metodología activa Team Based Learning (TBL) promueve la participación de los estudiantes tanto de manera individual como grupal permitiendo fomentar el aprendizaje y aplicar contenidos enseñados. El objetivo de este estudio fue comparar el rendimiento académico obtenido por los estudiantes en la asignatura de cariología mediante metodología tradicional en los años 2016, 2017 y 2018; y metodología TBL en el año 2019. MATERIAL Y METODOS Se realizó un diseño analítico transversal donde se compararon los promedios de calificaciones de certámenes 1 y 2 de cariología de los estudiantes de la carrera de Odontología de la Universidad Finis Terrae entre los años 2016 y 2019; dicha población se estratificó en función de año académico y tipo de metodología. RESULTADOS Los resultados muestran que el promedio de las calificaciones de los certámenes 1 y 2 de cariología obtenido por los estudiantes mediante metodología tradicional de aprendizaje fue de 4,79 y mediante metodología TBL es de 5,01, existiendo una diferencia estadísticamente significativa entre ambos grupos de estudio (p = 0,03). CONCLUSION El rendimiento académico en cariología, obtenido por los estudiantes mediante metodología TBL el año 2019 fue significativamente mayor que aquel obtenido por los estudiantes mediante metodología tradicional en los años 2016, 2017 y 2018.

INTRODUCTION Over the years, active teaching methodologies have emerged, where the student play a leading role. The active Team Based Learning (TBL) methodology promotes participation of students both individually and in groups allowing to promote the learning and applying taught content. The aim of this study was to compare the academic performanc he students in the subject of cariology through traditional methodology in the years 2016, 2017 and 2018; and TBL methodology in 2019. MATERIAL AND METHODS A cross-sectional analytical design was conducted where the grade point of test 1 and 2 of cariology of Dentistry students from University Finis Terrae between the years 2016 and 2019, were averaged. The population was stratified according to academic year and type of methodology. RESULTS The results show that the average of the qualifications of test 1 and 2 of cariology obtained by students through traditional learning methodology was 4.79 and through TBL methodology is 5.01, there being a statistically significant difference between both study groups (p = 0.03). CONCLUSION The academic performance in cariology, obtained by the students through the TBL methodology on year 2019 was significantly higher than that obtained by the students through the methodology traditional in the years 2016, 2017 and 2018

Guerra de clanes: aprendizaje basado en equipos como estrategia digital de enseñanza y evaluación a distancia en ciencias morfológicas / Clan war: team-based learning as a digital distance teaching and assessment strategy in morphological sciences

RESUMEN: Debido a la creciente demanda de recursos digitales en la enseñanza y evaluación en morfología, se ha planteado el desafío de evaluar adecuadamente los resultados de aprendizaje adquiridos, la realización de evaluaciones tradicionales en formato digital no es un instrumento adecuado para medir los niveles de aprendizaje adquiridos, lo que hace necesario desarrollar estrategias de enseñanza y evaluación que nos permitan evidenciar de mejor manera lo que los estudiantes aprenden en este formato. En el presente trabajo entregamos una estrategia de aprendizaje basado en equipos, en los cuales se potencia el sentido lúdico, el trabajo en equipo, la motivación, en conjunto con actividades que permiten que los estudiantes demuestren que se desenvuelven en los niveles más complejos del aprendizaje.

SUMMARY: Due to the growing demand for digital resources in teaching and evaluation in morphology, it is necessary to adequately evaluate the learning outcomes acquired. The realization of traditional evaluations in digital format is not an adequate instrument to measure the acquired learning levels. In the present work we show a team-based learning strategy, in which the sense of play, teamwork, and motivation are enhanced, along with activities that allow students to demonstrate that they function in the most complex levels of learning.

Retos de la implementación del aprendizaje basado en equipos en los programas de medicina / The challenges of implementing team-based learning to the medical major programs

Introducción: El aprendizaje basado en equipos es una estrategia de enseñanza y de aprendizaje centrada en el alumno, en la cual el profesor tiene un rol facilitador. Este constituye un método pedagógico de aprendizaje activo que mejora la motivación hacia el aprendizaje y lleva a los alumnos a aplicar sus conocimientos para resolver problemas y combinar la teoría con la práctica. Los avances en educación médica a nivel mundial han llevado a las escuelas de medicina a optar por este tipo de estrategias. Objetivo: Identificar los retos de la implementación del aprendizaje basado en equipos en los programas de medicina. Resultados: Mediante la aplicación del aprendizaje basado en equipos en los programas de medicina, se identificaron los factores de sobrecarga laboral y de estudio con incidencia en los participantes en la estrategia, la necesidad de garantizar entrenamiento previo a los actores del proceso, la importancia de la realización de una adecuada distribución de los grupos de trabajo, y los recursos adicionales que deben garantizarse. Conclusiones: Para obtener beneficios pedagógicos de forma plena, la implementación del aprendizaje basado en equipos debe ser sistemática, lo que requiere procesos de formación y preparación, tanto de los estudiantes como de los profesores. Como cualquier cambio, demandará convicción, tiempo y ajustes a lo largo del proceso(AU)

Introduction: Team-based learning is a student-centered teaching and learning strategy, in which the teacher has the role of a facilitator. It constitutes an active learning pedagogical method that improves motivation towards learning and leads students to apply their knowledge to solve problems and combine theory with practice. Advances in medical education worldwide have led medical schools to opt for such strategies. Objective: To identify the challenges of implementing team-based learning in the medical major programs. Results: Through the application of team-based learning to the medical major programs, such factors as work and study overloads were identified as having an impact on the strategy participants, together with the need to guarantee prior training to the process stakeholders, the importance of adequate distribution of the working groups, and the additional resources that must be guaranteed. Conclusions: In order to obtain full pedagogical benefits, the implementation of team-based learning must be systematic, a process requiring training and preparation processes for both students and teachers. Like any change, it will demand conviction, time and adjustments throughout the process(AU)

Exploring Veterinary Medicine Students' Experiences with Team-Based Learning at the Universidad Andrés Bello.

This study explored the use of team-based learning (TBL) in a Clinical Anatomy course taken by third-year veterinary medicine undergraduate students at the Universidad Andrés Bello in Chile. While research has shown that active learning methodologies yield improved student learning outcomes compared to lecture-based teaching, the incorporation of new pedagogical strategies is complex and its success depends on a range of contextual factors. This study sought to understand the strengths and weaknesses of using TBL in a specific subject (anatomy), discipline (veterinary medicine), and country (Chile). Students in the course had not been previously exposed to TBL. At the end of the semester during which TBL was used, the research team collected student satisfaction survey data and conducted a focus group in order to understand students' experiences with TBL in the course. We found that overall, students were satisfied with TBL and appreciated that it increased the amount of feedback they received, reinforced key concepts, and helped them to build skills they would need in their future professions. There was also a certain level of dissatisfaction, which may have been caused by negative experiences with team members and difficulties reading the preparatory material, which was in English. Given our findings, we discuss modifications that could be made in order to improve veterinary medicine students' experiences with TBL.

Comparison of Team-Based Learning versus Traditional Lectures in Neuroanatomy: Medical Student Knowledge and Satisfaction.

Neuroanatomy is often considered a difficult subject to teach, due to its broad scope, multitude of terms, and high degree of complexity. Thus, newer educational strategies that facilitate learning while also stimulating students by allowing increased student autonomy and group discussions should be carefully considered. This study aimed to evaluate the impact of introducing team-based learning (TBL) in the traditional discipline of neuroanatomy and to measure student knowledge acquisition and perception relative to traditional lectures (TL). A quasi-experimental, nonrandomized study was performed using two consecutive TBL classes (intervention group, n = 157 students, 25% content using TBL) with a TL class (control group, n = 76). Team-based learning sessions included all stages according to the classic description of the method. Student knowledge acquisition was assessed in regularly scheduled tests during the discipline, and their perception regarding TBL was evaluated using a questionnaire (developed by the authors). The groups presented a similar sociodemographic profile (sex and age) and the same performance in another anatomy discipline before the study. Team-based learning was significantly associated with greater acceptance, higher motivation, better student perception, and feelings that the methodology was able to integrate clinical and basic sciences. Nevertheless, according to tests, knowledge acquisition was similar between the TBL and lectures. In conclusion, since TBL is comparable to TL for knowledge acquisition, TBL seems to be a promising strategy to improve the teaching of neuroanatomy in medical schools. It fosters group discussions and increases satisfaction and the perception of integration between clinical and basic sciences.

Percepção de Alunos de Curso de Graduação em Medicina sobre o Team-Based Learning (TBL) / Undergraduate Medical Students' Views on Team-Based Learning (TBL)

RESUMO O Team-Based Learning (TBL) é uma estratégia educacional baseada em aprendizagem ativa que se tornou uma proposta pedagógica alternativa importante no contexto dos métodos de ensino utilizados em educação médica. A proposta do presente trabalho foi avaliar a percepção dos alunos sobre o uso da metodologia TBL em curso de graduação em Medicina e analisar os diferentes aspectos da aplicação desse método de ensino em relação à forma tradicional de ensino utilizada na maior parte dos cursos de Medicina no País. Foi aplicado um questionário específico aos alunos com oito questões e respostas dicotomizadas (escala de Likert com cinco itens). Durante o mês de junho de 2017, alunos do curso de graduação em Medicina (quarto e sétimo períodos) foram submetidos a várias sessões de ensino com o método TBL na Universidade Municipal de São Caetano do Sul (USCS) com os temas sepse, trauma, leucemia, câncer colorretal e câncer de pulmão. A amostra foi calculada em 193 participantes, considerando uma precisão relativa de 10% e um nível de significância de 5% para uma estimativa de 70% de respostas positivas (concordo e concordo firmemente) para a afirmação "Esse TBL teve um impacto positivo no meu aprendizado". A análise foi realizada com cálculo de estatística descritiva e das frequências relativas e absolutas de respostas com intervalo de confiança de 95% para cada ponto estimado. A utilização do método foi percebida como favorável nos aspectos de preferência (em relação à aula expositiva tradicional), motivação, satisfação e aprendizado. O TBL se destacou como um método pedagógico excelente para a aprendizagem em alunos do curso de Medicina. Uma das vantagens foi a capacidade de desenvolver habilidades em raciocínio clínico e a possibilidade de construir o conhecimento com sua utilização prática. O método ativo apareceu, dessa forma, como uma importante alternativa de metodologia se comparada ao método tradicional.

ABSTRACT Team-Based Learning (TBL) is an educational strategy based on active learning which has become an important alternative pedagogical proposal in the context of teaching methods used in medical education. The aim of this study was to evaluate students' perceptions about the use of the TBL methodology in Medical School and to analyze the different aspects of the application of this teaching method. A specific questionnaire was applied to the students with 8 questions and dichotomized answers (Likert scale with 5 items). During the month of June 2017 second and fourth year undergraduate medical students underwent several sessions of teaching with the TBL method at the Municipal University of São Caetano do Sul (USCS) with focus on the following themes: sepsis; trauma; leukemia; colorectal cancer; and lung cancer. The sample was calculated on 193 participants considering a relative precision of 10% and a statistical significance of 5% for an estimate of 70% of positive responses (strongly agree and agree) to the statement "This TBL had a positive impact on my learning". The analysis was performed with descriptive statistics and the relative and absolute frequencies of responses with a 95% confidence interval for each estimated point. The use of the method was perceived as positive in aspects of preference (regarding the traditional expository class), motivation, satisfaction and learning. TBL stood out as an excellent pedagogical method for learning among medical students. One of the advantages was the ability to develop skills in clinical reasoning and the possibility of building knowledge with its practical use. The active method was thus found to be an important methodological alternative when compared to the traditional method.

Aprendizagem Baseada em Equipes no ensino odontológico: o que pensam os estudantes? / Team-Based Learning in Dentistry teaching: what do students think?

A aprendizagem baseada em equipes (ABE) é um método dinâmico que proporciona um ambiente motivador e cooperativo, com valorização da produção coletiva. O objetivo do presente estudo foi analisar a percepção de estudantes do curso de odontologia de uma universidade brasileira sobre o método ABE. Tratou-se de estudo transversal com amostra de conveniência (n=83), no qual cada aluno respondeu questionário autoaplicável - Instrumento de Avaliação de ABE pelo Estudante. Os dados foram analisados a partir de uma estatística descritiva. Verificou-se uma consistência interna moderada, aceitável (Alfa de Cronbach = 0,736). As médias das respostas obtidas indicaram que os estudantes demonstraram preferência e satisfação quanto ao uso do método ABE, sendo este capaz de despertar maior sentimento de responsabilidade. A aplicação do método ABE em disciplinas do curso de Odontologia foi percebido de forma positiva pela quase totalidade dos estudantes (AU).

Team-based learning (TBL) is a dynamic method that provides a motivating and cooperative environment, with appreciation of collective production. The aim of this paper was to analyze the perception of undergraduate dentistry students of a Brazilian university on the TBL method. This is a cross-sectional study with convenience sample (n = 83), in which each student answered a self-administered questionnaire - Student's TBL Evaluation Instrument. Data were analyzed based on descriptive statistics. Moderate, acceptable internal consistency (Cronbach's alpha = 0.736) was found. The means of answers obtained indicated that students showed preference and satisfaction regarding the use of the TBL method, being able to arouse greater sense of responsibility. The application of the TBL method was positively perceived by almost all dentistry students (AU).

Evaluation of student perception of the Team-based Learning method (APA-TBL): Instrument construction and validation.

Team-based learning (TBL) is an educational strategy based on learning teams. Despite the advantages identified in the TBL literature, student perceptions must be better investigated using valid, reliable instruments. This study constructed and validated an instrument to evaluate student perceptions of the TBL method. Content and appearance assessment, construct validation and reliability analysis were performed. A total of 246 undergraduate nursing and medical students from a private institution in São Paulo, Brazil, participated in the study. After content validation, the instrument had 24 items distributed in five dimensions. Based on exploratory factor analysis, the instrument was appropriate, and the items were regrouped in four dimensions, with Cronbach's alpha values over 0.70. The Student Perception Evaluation of the TBL method (Avaliação da Percepção do Aluno-Team-Based Learning - APA-TBL) is an instrument with strong validity indicators. After validation, the revised instrument reflected that the student's perspective of method evaluation is not focused on TBL's formal execution but on the involved agents, their interaction and their influence on one another.

Peer-Assisted and Team-Based Learning: A new hybrid strategy for Medical Education / Monitoria e Aprendizagem Baseada em Equipes: Uma nova estratégia híbrida para Educação Médica

ABSTRACT Medical education has been significantly changing in the last years, mainly due to new conceptions of the teaching-learning processes that advocate the employment of active methods of learning, such as Team-Based Learning (TBL). Peer-Assisted Learning (PAL) is a long-established strategy that has been used in several undergraduate courses. This study describes a pilot test of a new model of PAL developed with an adapted TBL strategy, that was called "PAL-TBL method". The test occurred during Human Physiology classes with first-year Medical undergraduate students from Universidade de Pernambuco - Garanhuns Campus, Brazil. The PAL-TBL was designed as a teaching-learning methodology to improve academic education. Here, the organizational dynamics and the design of the activities carried out from 2016 to 2017 are reported. The resulting PAL-TBL methodology is characterized as the following: (i) timing I or material preparation (context/scenario) and study/analysis of the material by the participants; (ii) timing II or verification of prior knowledge (individual and team test), questioning and feedback and (iii) timing III or applying the concepts learned. It is worth mentioning that the end of timing II consisted of a moment for evaluating the team's work and the materials used. Material production happened through the interaction between student-tutors and the (supervising) professor, aiming to share experiences as well as to elucidate the importance of using active methods during the academic development of useful competencies for medical practice. The methodology developed allowed students to reflect extensively on the problems presented in the class discussions, allowing for a richer learning experience. Further applications of PAL-TBL in advanced years of the course will be done to confirm the benefits of this hybrid strategy for medical education.

RESUMO A educação médica tem mudado bastante nos últimos anos, principalmente pelo surgimento de novos conceitos relacionados aos processos de ensino-aprendizagem que preconizam o emprego de métodos ativos, tais como a Aprendizagem Baseada em Equipes (ABE), do inglês Team-Based Learning (TBL). A monitoria é uma estratégia bem estabelecida para atividades de ensino que tem sido utilizada em vários cursos de graduação. Esse artigo descreve o teste piloto de um novo modelo de monitoria desenvolvido por meio da adaptação do ABE, então denominado método "PAL-TBL". O método foi aplicado durante as aulas de Fisiologia Humana com os estudantes do primeiro ano do curso de Medicina da Universidade de Pernambuco - campus Garanhuns, Brasil. O método PAL-TBL foi delineado como uma modalidade de ensino-aprendizagem para contribuir para a formação acadêmica dos estudantes de Medicina. Nesse sentido, a dinâmica organizacional e o desenvolvimento das atividades deram-se durante os anos de 2016 e 2017. A metodologia utilizada foi a seguinte: (i) momento I ou de preparação de material (contexto/cenário) e estudo/análise desse material pelos participantes; (ii) momento II de verificação do conhecimento prévio (teste individual e em equipe), levantamento de dúvidas e feedback e (iii) momento III de aplicação dos conceitos. Vale ressaltar que o momento II contou com momento avaliativo do trabalho das equipes e do material preparado. A produção do material, contexto, questões e devolutiva, foi realizada por meio da interação entre os estudantes monitores e o professor, com o intuito de inserir as experiências vividas previamente, bem como elucidar a importância do uso de métodos ativos durante a formação acadêmica para o desenvolvimento de competências úteis para a prática médica. O desenvolvimento da metodologia proposta levou os estudantes a refletirem mais sobre os problemas apresentados durante as discussões em sala de aula, permitindo uma rica experiência de aprendizagem. Aplicações futuras do PAL-TBL com estudantes de anos mais avançados do curso serão realizadas para ampliar os benefícios da estratégia desenvolvida para a formação médica.

Medical student attitudes and educational interventions to prevent neurophobia: a longitudinal study.

BACKGROUND: With an aging American population, the burden of neurologic disease is intensifying and the decline in neurology residents and practicing neurologists is leaving these patients helpless and unable to find care. 'Neurophobia', a chronic illness that begins early in medical school, has been identified as a cause for the low number of neurology residents. METHODS: A longitudinal study surveyed medical students at the beginning of their first year (M1) and then again at the beginning of their second year (M2). Three neuroscience educational interventions were studied: team based learning (TBL), case based teaching (CBT), and problem based learning (PBL). Participants provided self-reported neurophobia levels, attitudes about neuroscience, and the effectiveness of educational interventions. RESULTS: A total of 446 students during M1 and 206 students during M2 participated in the survey. A significant change in self-reported neurophobia (p = 0.035) was observed from 19% in M1 to 26% in M2. Neuroscience knowledge and confidence managing a neurologic condition also significantly increased (p < 0.001 and p = 0.038 respectively). Perceived interest, difficulty, and desire to pursue a career in neuroscience did not a change significantly. Majority of students perceived CBT (76%), TBL (56%), and PBL (66%) beneficial. Only CBT demonstrated a statistical difference (p = 0.026) when stratified by self-reported change in neurophobia. CONCLUSION: An increase in neurophobia after completing a neuroscience was observed but the prevalence rate of 26% was lower than previous studies. Knowledge about neuroscience increased significantly and educational interventions were considered beneficial by students. Thus, interventions that increase knowledge and decrease neurophobia can lead to an increase in students pursuing neurology residencies.

Utilización de aprendizaje basado en equipos, como metodología activa de enseñanza de farmacología para estudiantes de Enfermería / The use of equipment-based learning as an active methodology teaching for pharmacology to Nursing studen

Introducción: el cambio de la sociedad desde una economía basada en la industria a una sustentada en el conocimiento, genera un cambio de paradigma en educación. Esto lleva a las universidades a modificar sus modelos educativos y formar profesionales capaces de responder a las necesidades del entorno. Esta propuesta exige cambiar las estrategias tradicionales de enseñanza-aprendizaje a metodologías activas e innovadoras. Team based learning es un alternativa innovadora que mezcla aspectos de docencia tradicional con los beneficios del trabajo en grupos pequeños dentro de cursos numerosos. Objetivo: dar a conocer la experiencia del uso de Team based learning como metodología activa de aprendizaje en la asignatura de farmacología para estudiantes de enfermería. Métodos: se utilizó un diseño de estudio experimental en una población de 96 estudiantes de enfermería, los cuales fueron divididos en tres grupos de 32 estudiantes cada uno. Se consideró dos grupos control y un grupo experimental. El análisis del efecto del uso de Team based learning se evaluó de forma cuantitativa y cualitativa. Resultados: los estudiantes que realizaron Team based learning obtuvieron mejores calificaciones al ser comparados con los estudiantes que utilizaron metodología tradicional. Los estudiantes, del grupo experimental, manifestaron su alto grado de satisfacción por el uso de Team based learning, ya que estimuló su aprendizaje y además, favoreció el trabajo en equipo. Conclusiones: Team based learning es una metodología de enseñanza aprendizaje que promueve el autoaprendizaje y el trabajo en equipo, ello se traduce en mejores resultados académicos, es una herramienta bien aceptada por los alumnos y considerada una forma divertida y dinámica de aprender(AU)

Introduction: The change of society from an industry-based to a knowledge-based economy generates a paradigm shift in education. This leads universities to modify their educational models and train professionals able to respond to the needs of the environment. This proposal requires changing traditional teaching-learning strategies to active and innovative methodologies. Team based learning is an innovative alternative that mixes aspects of traditional teaching with the benefits of working in small groups within numerous courses. Objective: To present the experience of the use of Team based learning as an active learning methodology in the subject of pharmacology for nursing students. Methods: An experimental study design was used in a population of 96 nursing students, who were divided into three groups of 32 students each. Two control groups and one experimental group were considered. The analysis of the effect of using Team based learning was quantitatively and qualitatively assessed. Results: The students who performed Team based learning obtained better marks when compared to students who used the traditional methodology. The students of the experimental group expressed their high satisfaction with the use of Team based learning, since it stimulated their learning and also favored teamwork. Conclusions: Team based learning is a teaching-learning methodology that promotes self-learning and teamwork, which is translated into better academic outcomes, is a tool well accepted by students and considered a fun and dynamic way to learn(AU)

O “Bê-Á-Bá” da Aprendizagem Baseada em Equipe / The “Bê-Á-Bá” of Team-Based Learning

RESUMO A Aprendizagem Baseada em Equipe (ABE) é uma estratégia educacional que tem sido empregada na educação de profissionais de saúde para o desenvolvimento de competências fundamentais, como a responsabilização do aluno pela aquisição do próprio conhecimento, a tomada de decisão e o trabalho colaborativo e efetivo em equipe. Levando em consideração que, no Brasil, poucos artigos nacionais explicam como realizar esta estratégia educacional, o objetivo deste artigo foi descrever os conceitos, os princípios, o planejamento e o processo detalhado para aplicação da ABE.

ABSTRACT Team-Based Learning (TBL) is an educational strategy that has been used in the education of health professionals for the development of fundamental skills, such as the student’s responsibility for the acquisition of their own knowledge, the decision-making process, and collaborative and effective teamwork. Due to the relative lack of Brazilian articles explaining how to execute this educational strategy, the objective of this article was to describe in Portuguese the concepts, principles, and the detailed process for the application of TBL.

Aprendizagem baseada em equipes: da teoria à prática / Team-based learning: from theory to practice

Professores que desejam utilizar a aprendizagem baseada em equipes (ABE) do inglês team-based learning (TBL) precisam compreender os princípios fundamentais envolvidos na aplicação desta estratégia educacional e a seqüência de eventos necessária para sua implantação efetiva. O objetivo deste artigo é auxiliar o leitor na compreensão do potencial desta estratégia educacional, incluindo sua capacidade de promover a aprendizagem significativa. Existem quatro princípios fundamentais para o uso eficaz do TBL, que serão descritos, assim como o passo-a-passo para quem deseja organizar um curso inteiro ou algumas atividades (aulas), utilizando a aprendizagem baseada em equipes. Ao final, apresentamos os principais atrativos e os desafios para aqueles que desejam incorporar o TBL à sua prática de ensino/aprendizagem.

Those faculty who want to use Team-based learning in their classes need to understand the basic principles behind this educational strategy and the required steps that should be followed to achieve an effective implementation. The aim of this article is offer a comprehensive view on TBL’s potential as an educational tool, including the expected outcome of students’ meaningful learning and developmental teamwork. The four principles and a step-by-step process to design and deliver a TBL will be described in details, if one wants to use it for a whole discipline or only for isolated insertions within a course. At the end, it will be expected that the reader understand the main strengthens and weaknesses and could able to do an informed decision making about incorporating TBL or not in their teaching practices.

Modified team-based learning strategy to improve human anatomy learning: A pilot study at the Universidad del Norte in Barranquilla, Colombia.

As part of an institutional program sponsored by the Centre for Teaching Excellence at the Universidad del Norte, Barranquilla, Colombia, we developed an educational research study on two sessions of human anatomy in which we combined team-based learning (TBL) and the use of iPads. Study data included the TBL, assessments applied during the course, student's grades on mid-term examinations and students' perceptions of their experiences. Students reported a positive attitude toward the use of the TBL sessions, and the results showed a significant improvement in their learning between the first and second sessions. Significantly positive correlations (P < 0.05) were obtained between (a) the individual students' readiness test performance 1 and mid-term examination 1, (b) the individual readiness test performances from Session 1 to Session 2, and (c) the group readiness test performances from the first and second sessions. These results point to positive learning experiences for these students. Analyses of the students' reflections on their activities also pointed toward future challenges.