What is it about?
This study examines students' perceptions of team-based learning where it`s newly introduced teaching and learning activity. The study highlights student's acceptance of team-based learning where it's experimented as a part of a curriculum reform with student-centered perspective, instead of a traditional one, to enhance students learning.
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Why is it important?
This study elucidates the difficulty that students may face when they are challenged to take active role in their learning and move away from traditional didactic teaching to which they were acquainted. The findings of this study have implication to medical schools planning to implement student-centered curricula with more emphasis on active teaching and learning pedagogies. In conclusion, this study demonstrates poor perceptions of team-based learning where it has never been tried and claims perseverance and sustained practice to enhance students' acceptance of this active learning method and improve its outcomes.
Perspectives
As a teacher, it was my first time to facilitate team-based learning classes. I enjoyed the activity despite the obstacles confronted particularly time management and preparation of engaging material and, of course the skills required, to foster discussion and interaction with and among students. While the initial results of students' perceptions of the activity were poor, the same was often reported when novice students are challenged to take active role towards their learning, which was relieving to some extent. It was an opportunity to learn from my own practice that perseverance and sustained practice is a must if we want to improve the outcomes.
Ahmad Omer
Prince Sattam bin Abdulaziz University
Read the Original
This page is a summary of: The Early Milestones of Team-based Learning: The Key is Sustained Practice, Sudan Journal of Medical Sciences, September 2021, Knowledge E,
DOI: 10.18502/sjms.v16i3.9704.
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