Modified team-based learning: a new delivery method for concept lectures in family medicine module

Traditional didactic lectures have the disadvantage of being non-interactive and less effective to stimulate the learning process among students. A modified team-based learning method was designed to replace the didactic method of delivery four concept lectures in family medicine module. This paper...

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Main Authors:	Teh Rohaila Jamil, Tong, Seng Fah, Tan, Chai Eng, Noorlaili Tohit, Norhamizah Zahari
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2017
Online Access:	http://journalarticle.ukm.my/11521/ http://journalarticle.ukm.my/11521/ http://journalarticle.ukm.my/11521/1/24525-72120-1-SM.pdf

id	ukm-11521
recordtype	eprints
spelling	ukm-115212018-04-04T04:10:54Z http://journalarticle.ukm.my/11521/ Modified team-based learning: a new delivery method for concept lectures in family medicine module Teh Rohaila Jamil, Tong, Seng Fah Tan, Chai Eng Noorlaili Tohit, Norhamizah Zahari, Traditional didactic lectures have the disadvantage of being non-interactive and less effective to stimulate the learning process among students. A modified team-based learning method was designed to replace the didactic method of delivery four concept lectures in family medicine module. This paper describes the implementation and student feedback regarding the new method used. The four lectures are ‘Concepts of family medicine’, ‘Communication and consultation skills’, ‘Primary care approach to chronic disease’ and ‘Introduction to palliative care’. The new method incorporated pre-learning from online materials, individual and team-based concept application tests (iCAT and tCAT) and feedback. Each session catered for groups of 50 to 55 students. Pre-learning materials were accessible to students via Schoology® learning management system. Students were required to attempt iCAT prior to the formal session. During the formal session, the students discussed the answers as a team (tCAT) and defended their answers. The other groups were allowed to challenge the answers with their own justification. The facilitator for the session would provide feedback and conclusion for the session. Students’ feedback has been very encouraging. The interactivity of the sessions was useful to facilitate better understanding of the core concepts. Discussions for each group were unique based on the students’ prior experiences and ideas, making the sessions less monotonous than didactic lectures. Only one to two facilitators were required to deliver the session to a large group of students compared to similar small group discussions. In conclusion, the modified team-based learning focusing on concept application is a more interactive and engaging teaching method. It is a sustainable and practical approach to maximise benefits of the allocated time for teaching. Penerbit Universiti Kebangsaan Malaysia 2017-12 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/11521/1/24525-72120-1-SM.pdf Teh Rohaila Jamil, and Tong, Seng Fah and Tan, Chai Eng and Noorlaili Tohit, and Norhamizah Zahari, (2017) Modified team-based learning: a new delivery method for concept lectures in family medicine module. AJTLHE: ASEAN Journal of Teaching and Learning in Higher Education, 9 (2). pp. 1-12. ISSN 1985-5826 http://ejournal.ukm.my/ajtlhe/issue/view/1078
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Traditional didactic lectures have the disadvantage of being non-interactive and less effective to stimulate the learning process among students. A modified team-based learning method was designed to replace the didactic method of delivery four concept lectures in family medicine module. This paper describes the implementation and student feedback regarding the new method used. The four lectures are ‘Concepts of family medicine’, ‘Communication and consultation skills’, ‘Primary care approach to chronic disease’ and ‘Introduction to palliative care’. The new method incorporated pre-learning from online materials, individual and team-based concept application tests (iCAT and tCAT) and feedback. Each session catered for groups of 50 to 55 students. Pre-learning materials were accessible to students via Schoology® learning management system. Students were required to attempt iCAT prior to the formal session. During the formal session, the students discussed the answers as a team (tCAT) and defended their answers. The other groups were allowed to challenge the answers with their own justification. The facilitator for the session would provide feedback and conclusion for the session. Students’ feedback has been very encouraging. The interactivity of the sessions was useful to facilitate better understanding of the core concepts. Discussions for each group were unique based on the students’ prior experiences and ideas, making the sessions less monotonous than didactic lectures. Only one to two facilitators were required to deliver the session to a large group of students compared to similar small group discussions. In conclusion, the modified team-based learning focusing on concept application is a more interactive and engaging teaching method. It is a sustainable and practical approach to maximise benefits of the allocated time for teaching.
format	Article
author	Teh Rohaila Jamil, Tong, Seng Fah Tan, Chai Eng Noorlaili Tohit, Norhamizah Zahari,
spellingShingle	Teh Rohaila Jamil, Tong, Seng Fah Tan, Chai Eng Noorlaili Tohit, Norhamizah Zahari, Modified team-based learning: a new delivery method for concept lectures in family medicine module
author_facet	Teh Rohaila Jamil, Tong, Seng Fah Tan, Chai Eng Noorlaili Tohit, Norhamizah Zahari,
author_sort	Teh Rohaila Jamil,
title	Modified team-based learning: a new delivery method for concept lectures in family medicine module
title_short	Modified team-based learning: a new delivery method for concept lectures in family medicine module
title_full	Modified team-based learning: a new delivery method for concept lectures in family medicine module
title_fullStr	Modified team-based learning: a new delivery method for concept lectures in family medicine module
title_full_unstemmed	Modified team-based learning: a new delivery method for concept lectures in family medicine module
title_sort	modified team-based learning: a new delivery method for concept lectures in family medicine module
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2017
url	http://journalarticle.ukm.my/11521/ http://journalarticle.ukm.my/11521/ http://journalarticle.ukm.my/11521/1/24525-72120-1-SM.pdf
first_indexed	2023-09-18T20:00:32Z
last_indexed	2023-09-18T20:00:32Z
_version_	1777406818454077440

Modified team-based learning: a new delivery method for concept lectures in family medicine module

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