Team-basiertes Lernen im Vergleich zum ärztlichen Dozentenunterricht für den Erwerb von praktischem und theoretischem Wissen
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Philipps-Universität Marburg
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Abstract
Background
The importance of learning practical clinical skills by means of new media and modern methods
of teaching during the medical education has raised drastically. Especially, medical schools and
universities shifted their focus on learning with videos in e-learning environments. To use this
technic with maximum profit, they need high quality standard for material and an appropriate
teaching method which is appropriate to use. The team-based-learning is a method, in which
you can integrate e-learning-content. This study analyses the effects of team-based-learning on
the student´s theoretical knowledge and on the quality of practical clinical examination of the
shoulder.
Material and Method
During the tutorial of the integrated examination course in medicine, this examination compared
two different teaching methods. A variation of the team-based-learning (experimental
group, eg) and a teacher-centred-learning (control group, cg) are compared with the outcome
of theoretical knowledge and the quality of practical skills of the clinical examination. Both
groups begin with teacher-centred-learning by a doctor in the clinical examination of the shoulder
as it was taught in Marburg. Afterwards, a tutorial starts for both groups. The experimental
group is taught by an e-learning module. Thereafter/Subsequently, they are taught by a variation
of the team-based-learning method. The control group is taught by teacher-centred-learning.
The first outcome is the theoretical knowledge and it is measured by special developed questions
two occasions: subsequent to tutorial (t1) and subsequent to the OSCE (objective structured
clinical examination) at the end of the semester (t2). The quality of the clinical examination
is measured during the OSCE by using a station for the examination of the shoulder. A chisquare-
test (r) for the theoretical knowledge and a t-test (t) for the quality of the examination
are used to analyze the outcomes.
Outcome
At t1, the outcomes for the experimental group (n = 35) shows a statistical significant difference
to the control group (n = 46) in the learning of theoretical knowledge (r = 0). In the experimental
group, the questions was answered correctly 61,71% in total, in the control group there were
47,61% correct answers. The significant difference is measureable at t2 (r = 0,011). Here the
experimental group (n=51) answers correctly 51,57% and the control group answers 47,67%
correctly. For the quality of the clinical examination, there are significant outcomes too (t
=0,004). The intervention group (n=56) obtains on average 19,55 points and the control group
(n=72) achieves 12,76 points
Conclusion
The Variation of the team-based-learning-method is more effective than the frontal teaching
when it is used to teach theoretical knowledge and practical skills.
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Dates
Created: 2018Issued: 2019-04-29Updated: 2019-04-29
Faculty
Medizin
Publisher
Philipps-Universität Marburg
Language
ger
Data types
DoctoralThesis
Keywords
team-basiertes Lernenpractical skillsteam-based-learningpraktische Fertigkeiten E-Learninge-learning
DFG-subjects
team-basiertes Lernenpraktische Fertigkeiten E-Learning
DDC-Numbers
610
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Hoffmann, Hoger: Team-basiertes Lernen im Vergleich zum ärztlichen Dozentenunterricht für den Erwerb von praktischem und theoretischem Wissen. : Philipps-Universität Marburg 2019-04-29. DOI: https://doi.org/10.17192/z2019.0271.