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Comparison of Rehabilitation Students’ Learning in Neurology through Lecture with Team-Based Learning (TBL)
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| Zahra Jafari * |
| , z_jafari@tums.ac.ir |
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Abstract: (14522 Views) |
| Introduction: Team-based learning (TBL) is a structured form of cooperative learning, which aims to increase students’ skill of access to higher-level of cognitive learning using individual knowledge in a team. In this study, rehabilitation students’ learning was compared through the two methods of lecture and TBL for neurology course.
Methods: This quasi-experimental study was carried on 70 BS students of rehabilitation aged 19 to 22 years in the school of rehabilitation. Half of 16 held Neurology course sessions, was run through lecture and the other half was instructed through TBL method. Students’ learning in topics instructed through lecture and TBL methods was measured, using MCQ tests. The assessment scores for two teaching methods were compared using independent t and one-way ANOVA. Also students’ view regarding their interest in neurology course and learning through TBL was assessed using three questions.
Results: Students’ exam scores were increased during eight training sessions through TBL considering both individual and group evaluation. Significant difference was observed between four scores of lecture (11.99), individual evaluation (14.66) and group evaluation of TBL (16.66) and total score (14.07) (F=99.54, p≤0.015). A significant correlation was found between their interest to learn through TBL in next academic semesters and TBL group exam scores (r=0.374, p=0.0001).
Conclusion: The results showed that TBL method was more successful compared to lecture method. The findings of this study may prove helpful to change the opinion of students, lecturers, and educational managers about the effects of choosing appropriate training methods for knowledge transfer and achieving educational objectives. |
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| Keywords: Teaching Method, Lecture, Team-Based Learning, Cooperative Learning. |
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Full-Text [PDF 307 kb]
(2006 Downloads)
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Type of Study: Original research article |
Subject:
Teaching Methods
Received: 2012/11/11 | Accepted: 2013/08/28 | Published: 2013/08/28 | ePublished: 2013/08/28
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