Teaching by Concordance: Individual versus Team-Based Performance

Autor/inn/en	Abouzeid, Enjy; Sallam, Moataz A.
Titel	Teaching by Concordance: Individual versus Team-Based Performance
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 4, S.513-523 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abouzeid, Enjy) ORCID (Sallam, Moataz A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2022.2061568
Schlagwörter	Clinical Experience; Medical Students; Cooperative Learning; Evaluation Methods; Academic Achievement; Vignettes; Error Correction; Problem Solving; Thinking Skills; Student Attitudes; Scores; Foreign Countries; Egypt + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Schulleistung; Korrektur; Problemlösen; Denkfähigkeit; Schülerverhalten; Ausland; Ägypten
Abstract	Clinical competence is multi-dimensional and must be acquired by all medical students. Accordingly, a prospective quasi-experimental study was conducted to evaluate the merging of script concordance testing (SCT) and team-based learning (TBL) as a teaching/learning approach for medical students in clinical settings. The study comprised three phases: Phase 1 (preparatory phase) involved students' preparation and preparation of the SCT. In Phase 2 (implementation phase), the individual and team SCT (iSCT and tSCT, respectively) were applied. In Phase 3 (evaluation phase), the score results were compared, and students' feedback was obtained. The SCT/TBL approach improved the clinical reasoning skills of the students in some vignettes, and the tSCT helped those achieving lower marks improve their performance. The approach supported discussions and helped students correct their mistakes and improve their problem-solving and reasoning skills. The SCT/TBL approach improved students' performance, especially that of those achieving lower marks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01