Teachers knowledge about team-based learning: difficulting factors for implementation in graduation in medicine

Authors

DOI:

https://doi.org/10.33448/rsd-v10i4.14164

Keywords:

Active learning; Teaching; Medical education; Medical faculty.

Abstract

This study aimed to assess the knowledge of teachers about Team-Based Learning (TBL) and the factors that hinder its implementation in undergraduate medicine. This was a quantitative, cross-sectional and descriptive study using a questionnaire. The results obtained showed that 31.25% of the professors reported not knowing how many steps were recommended in the TBL, and among the others who answered knowing, 72.72% answered incorrectly. When questioning what the steps are, 34.37% of the teachers said they were not aware, whereas among the respondents, 80.95% were incorrect. Finally, with regard to the time allocated to each of the stages, 68.75% did not know how to answer and 80% of those who said they knew were mistaken. Among the hindering factors for implementing TBL activities in teaching practice, the lack of professional qualification (96.875%), plus the scarcity of works on the subject (81.25%), stood out. It is concluded that practically all the participants did not know it or had misconceptions about the use of TBL, the lack of professional qualification being the main factor hindering this process.

Author Biographies

Mário Roberto Tavares Cardoso de Albuquerque, Universidade do Estado do Pará

Mestre em Ensino em Saúde na Amazônia pela UEPA.

Ana Caroline Guedes Souza Martins, Universidade do Estado do Pará

Enfermeira. Docente do Curso de Graduação em Enfermagem da UEPA.

Milena Coelho Fernandes Caldato, Universidade do Estado do Pará

Docente do PPG Ensino em Saúde na Amazônia da UEPA / Belém-Pará-Brasil

Nara Macedo Botelho, Universidade do Estado do Pará

Docente do PPG Ensino em Saúde na Amazônia da UEPA / Belém-Pará-Brasil

References

Allen, R. E. et al. (2013). Team-Based Learning in US Colleges and Schools of Pharmacy. Am J Pharm Educ, 77(6), 115.

Bleske, B. E. et al. (2014). Team-based learning to improve learning outcomes in a therapeutics course sequence. Am J Pharm Educ, 78(1), 13.

Bollela, V. R. et al. (2014). Aprendizagem baseada em equipes: da teoria à prática. Medicina (Ribeirao Preto), 47(3), 293-300.

Brasil. (2014). Ministério da Educação. Conselho Nacional de Educação. Câmara de Educação Superior. Resolução Nº. 3 de 20 de junho de 2014. Institui diretrizes curriculares nacionais do curso de graduação em Medicina e dá outras providências. Diário Oficial da União, Brasília, 23 jun.; Seção 1, p. 8-11.

Farias, P. A. M. et al. (2015). Aprendizagem Ativa na Educação em Saúde: Percurso Histórico e Aplicações. Rev. bras. educ. med, 39(1), 143-150.

Frame, T. R. et al. (2015). Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning. Am J Pharm Educ, 79(4), 51.

Gullo, C. et al. (2015). Twelve tips for facilitating team-based learning. Med Teach, 37(9), 819-824.

Johnson, J. F. et al. (2014). A multiyear analysis of team-based learning in a pharmacotherapeutics course. Am J Pharm Educ, 78(7), 142.

Jost, M. et al. (2017). Effects of additional team-based learning on students’ clinical reasoning skills: a pilot study. BMC Res Notes. 10(282).

Kibble, J. D. et al. (2016). Team-based learning in large enrollment classes. Adv Physiol Educ, 40(4), 435-442.

Krug, R. R. et al. (2016). O “Bê-Á-Bá” da Aprendizagem Baseada em Equipe. Rev. bras. educ. med, 40(4), 602-610.

Michaelsen, L. K. (2002). Getting Started with Team-Based Learning. Westport: Praeger Publishers.

Michaelsen, L. K. et al. (2008). Fundamental principles and practices of Team-Based Learning. In: Michaelsen, Larry K. et al. Team-Based Learning for health professions education: a guide to using small groups for improving learning. Sterling VA: Stylus Publishing. p. 9-34.

Negro-Dellacqua, M. et al. (2019). Potencialidades e desafios na aplicação de metodologias ativas no ensino de Fisioterapia: visão discente. Research, Society and Development, 8(5), e32851022-e32851022.

Pereira A. S. et al. (2018). Metodologia da pesquisa científica. UFSM.

Sakai, M. H. et al. (1996). PBL: uma visão geral do método. Olho Mágico, 2(5), 1-4.

Silva Junior, G. B. et al. (2017). Team-Based Learning: Successful Experience in a Public Health Graduate Program. Rev. bras. educ. med, 41(3), 397-401.

Simonson, S. R. (2014). Making students do the thinking: team-based learning in a laboratory course. Adv Physiol Educ, 38(1), 49-55.

Stroher, J. N., Henckes, S. B. R., Gewehr, D., & Strohschoen, A. A. G. (2018). Estratégias pedagógicas inovadoras compreendidas como metodologias ativas. Revista Thema, 15(2), 734-747.

Thompson, B.M. et al. (2007a). Factors influencing implementation of team-based learning in health sciencies education. Acad Med. 82(10), S53-S56.

Thompson, B. M., et al. (2007b). Team-based learning at ten medical schools: two years later. Med Educ, 41(3), 250-257.

Whitley, H. P., et al. (2015). Practical Team-Based Learning from Planning to Implementation. Am J Pharm Educ, 79(10), 149.

Yang, L. H., et al. (2014). Evaluating team-based, lecture-based, and hybrid learning methods for neurology clerkship in China: a method-comparison study. BMC Med Educ, 14(98).

Published

11/04/2021

How to Cite

ALBUQUERQUE, M. R. T. C. de; MARTINS, A. C. G. S.; CALDATO, M. C. F.; BOTELHO, N. M. Teachers knowledge about team-based learning: difficulting factors for implementation in graduation in medicine. Research, Society and Development, [S. l.], v. 10, n. 4, p. e30410414164, 2021. DOI: 10.33448/rsd-v10i4.14164. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/14164. Acesso em: 8 may. 2021.

Issue

Section

Health Sciences