Effectiveness of Team-Based Learning in Medical Genetics for Undergrads
Journal name: The Malaysian Journal of Medical Sciences
Original article title: Effectiveness of Team-Based Learning in teaching Medical Genetics to Medical Undergraduates
The Malaysian Journal of Medical Sciences (MJMS) is a peer-reviewed, open-access journal published online at least six times a year. It covers all aspects of medical sciences and prioritizes high-quality research.
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Noor Akmal Shareela Ismail
The Malaysian Journal of Medical Sciences:
(A peer-reviewed, open-access journal)
Full text available for: Effectiveness of Team-Based Learning in teaching Medical Genetics to Medical Undergraduates
Year: 2016
Copyright (license): CC BY 4.0
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Summary of article contents:
Introduction
This study examines the experiences of first-year medical students and a teacher during a team-based learning (TBL) session at Universiti Kebangsaan Malaysia. TBL is an interactive approach that encourages active learning, allowing students to engage with their visual, auditory, writing, and kinetic learning styles. The research specifically focused on the effectiveness of TBL in teaching medical genetics and its potential to replace traditional lectures. By using the topic "Mutation and Mutation Analysis," the study aimed to enhance students' knowledge retention and comprehension in applying basic sciences within clinical contexts.
Enhancing Learning through Team-Based Learning
One significant finding of the study is the improved student performance associated with TBL compared to traditional individual readiness tests. During the TBL session, students participated in group readiness tests, which demonstrated that their performance was notably better in a collaborative environment. This approach not only increased their engagement but also facilitated deeper understanding as students were encouraged to discuss and clarify concepts among themselves. Moreover, students expressed positive feedback about TBL, highlighting the value of peer learning and collaboration, which contributed to a more profound understanding of the subject matter.
Conclusion
The study concluded that implementing TBL in the teaching of medical genetics was well-received and effective in enhancing students' academic performance. The findings indicate that TBL can serve as a viable alternative to conventional lectures, promoting active participation and fostering a deeper comprehension of the material. As TBL allows educators to efficiently manage larger groups and address the lack of expertise in specific subjects, it stands to benefit future educational strategies, ensuring better learning outcomes and engagement among students.
FAQ section (important questions/answers):
What is the focus of the study on team-based learning (TBL)?
The study explores the experiences of learners and a teacher during a TBL session, particularly how TBL enhances medical education by accommodating various learning styles and improving knowledge retention.
What were the main findings related to student performance?
Students performed better in group readiness tests compared to individual tests, and their examination marks significantly improved after participating in the TBL session, indicating the effectiveness of this teaching method.
What is the significance of TBL for medical genetics education?
TBL provides an interactive learning environment that encourages students to engage deeply with medical genetics concepts, enhancing their understanding and application of knowledge in clinical settings.
How was the TBL session structured for the first-year medical students?
The TBL session included individual readiness tests followed by group discussions, allowing students to collaborate, utilize various resources, and clarify misunderstandings, fostering a more active and engaging learning experience.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “Effectiveness of Team-Based Learning in Medical Genetics for Undergrads”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Learning:
Learning is a process by which individuals acquire new knowledge, skills, attitudes, or values. In the context of the study described, learning occurs through team-based approaches that engage medical students actively, enabling them to understand and retain complex concepts in medical genetics, thereby enhancing their educational experience.
2) Education:
Education encompasses the systematic instruction, training, and development of knowledge, skills, and character in individuals, especially younger generations. In this study, education is linked with innovative methods, like team-based learning, which contrast with traditional lectures, aiming to improve the academic engagement and success of medical students.
3) Mutation:
Mutation refers to the changes in the DNA sequence that can result in alterations in genes. Understanding mutations is critical in medical genetics, as they can lead to various diseases. The study focuses on teaching first-year medical students about mutations, enhancing their grasp of genetics and its clinical implications.
4) Teaching:
Teaching is the act of imparting knowledge to learners. In this study, teaching methods such as team-based learning are evaluated to understand their effectiveness compared to traditional lectures. This approach aims to foster a more interactive learning environment, where students can collaboratively explore and understand complex medical topics.
5) Study (Studying):
Studying involves engaging with material to acquire knowledge. The study investigates how team-based learning influences the studying behaviors of medical students by providing structured group activities that reinforce content retention and understanding, thus offering an alternative to traditional, passive learning methods.
6) Performance:
Performance refers to how well a task is executed, and in educational contexts, it often relates to assessment results. The study assesses students' performance through quizzes and exams after team-based learning sessions, highlighting how this method can contribute to improved academic achievements in medical genetics among students.
7) Knowledge:
Knowledge is the information, understanding, and skills acquired through experience or education. In the context of this study, knowledge about medical genetics is gained through active learning and collaboration among students, as team-based learning fosters deeper comprehension and retention of complex scientific concepts related to mutations and their implications.
8) Science (Scientific):
Science is the systematic pursuit of knowledge through observation and experiment, particularly in understanding natural phenomena. The study incorporates biological sciences, specifically genetics, emphasizing the importance of scientific concepts in clinical applications and enhancing medical students' scientific literacy through innovative teaching practices.
9) Discussion:
Discussion is a dialogue or conversation aimed at exploring a topic deeply. In the context of the study, discussion among students during team-based learning sessions facilitates the exchange of ideas and clarification of misunderstandings about complex topics such as mutations, enhancing collective learning and knowledge retention.
10) Disease:
Disease refers to an abnormal condition affecting the body that can arise from various causes, such as mutations in genes. Understanding diseases and their genetic underpinnings is crucial for medical students, and this study highlights the importance of teaching genetics to prepare future doctors for clinical practice.
11) Writing:
Writing is a critical skill for expressing thoughts clearly and systematically documenting information. In educational contexts, writing tasks, such as preparing mind maps, encourage students to organize their knowledge, which aids in comprehension and retention of complex concepts in medical genetics as observed in the study.
12) Pir:
Peer relates to individuals acting at the same level, often in collaborative settings. In this study, peer learning through group discussions in team-based learning enhances the educational experience by allowing students to learn from one another, share insights, and collaboratively solve problems, reinforcing their understanding of the subject matter.
13) Medicine:
Medicine is the field dedicated to the diagnosis, treatment, and prevention of disease. The study focuses on preclinical medical education, emphasizing the need for effective teaching methods, such as team-based learning, to prepare students for the complexities of medical practice and their future roles as healthcare providers.
14) India:
India, mentioned in the context of the study, serves as a reference point for educational comparisons in medical practices. The study outlines how team-based learning methods, adopted in certain faculties in Malaysia, may inspire similar innovative educational strategies in medical institutions across India and globally.
15) Table:
Table, in an educational context, usually refers to a structured format of data presentation that aids comprehension and analysis. The study could use tables to present comparative results of student performance in different assessments, enhancing clarity and decision-making regarding educational methods like team-based learning.
16) Observation:
Observation in the study refers to the act of monitoring students' interactions and discussions during team-based learning sessions. This allows for qualitative insights into student engagement and understanding, helping educators evaluate the effectiveness of teaching methods and make informed adjustments to enhance learning outcomes.
17) Quality:
Quality pertains to the standard or grade of something, a crucial factor in education. The study measures the quality of learning achieved through team-based methods, assessing how these innovative approaches can enhance the educational experience and outcomes for medical students studying complex subjects.
18) Putra:
Putra refers to Universiti Putra Malaysia, a higher education institution involved in adopting modern teaching strategies like team-based learning. Its inclusion signifies the broader context of educational reform and innovation happening in Malaysian universities, influencing the quality of medical education and the development of future healthcare professionals.
19) Doubt:
Doubt in educational settings can indicate uncertainty about knowledge or concepts. The study highlights how team-based learning helps clarify doubts among medical students regarding genetic topics, fostering an environment where students feel comfortable seeking clarification and engaging in discussions that deepen their understanding.
20) Field:
Field refers to a particular area of study or profession. In this context, the field of medical genetics is essential for future healthcare professionals, emphasizing the need for effective teaching methods that can adequately prepare students for the complexities of genetic diseases and their clinical implications.
21) Post:
Post usually refers to something that occurs after a particular event. In this study, it may concern the assessments or evaluations conducted after the team-based learning session, measuring the effectiveness of the learning interventions in enhancing student knowledge and performance in subsequent examinations.
Other Science Concepts:
Discover the significance of concepts within the article: ‘Effectiveness of Team-Based Learning in Medical Genetics for Undergrads’. Further sources in the context of Science might help you critically compare this page with similair documents:
Medical education, Faculty members, Academic performance, Learning experience, Group Discussion, Learning styles, Pilot study, Clinical Practice, Complex subject, Active learning, Learning objectives, Critical thinking skills, Student's performance, Clinical setting, Mutation analysis, Knowledge Retention, Student-centered learning, First-year medical students, Team-based learning, Examination results, Teaching-learning method, Feedback system, Quality of teaching, Mind Map, Learning outcome.
Concepts being referred in other categories, contexts and sources.