Team-based learning in neurophysiology
performance and perception of medical students
DOI:
https://doi.org/10.11606/issn.1679-9836.v99i3p236-241Keywords:
Neurophysiology, Teaching, Central nervous system, Medical studentsAbstract
Introduction: Fear of neural sciences was reported by many medical students and this is described in medical literature as neurophobia. This is mainly due to poor knowledge of basic concepts on the field. Active learning is a teaching method in which students are involved in knowledge construction as opposed to passive learning (PL). Team-based learning (TBL) is a teaching method that facilitates the learning process. Aim: Our aim was to investigate if TBL could improve academic performance in neurophysiology topics by Brazilian medical students and evaluate their perception about this teaching method. Methods: The study involved students from the School of Medicine from the Federal University of Ceará in Brazil. Peer tutoring activities were conducted on “Organization of the central nervous system” (OCNS) and “Autonomic nervous system” (ANS). Students had peer tutoring activity about one topic in TBL format and the other in passive PL format. A test was applied to compare performances and evaluate perception about the teaching methods. Results: Students that had peer tutoring activities of OCNS using TBL had a significantly higher score (7.5 ± 0.1, vs. PL: 6.2 ± 0.2) compared to PL. In the ANS, TBL also provided greater score (6.5 ± 0.3, vs. PL: 5.3 ± 0.3). Significantly more students rated TBL as excellent or very good and considered that TBL promotes more interaction, increases performance, and encourages communication and discussion. Conclusion: These results suggest that TBL could be a useful teaching method to help medical students build a solid background knowledge on neural science and possibly conquer neurophobia.
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