Team-basiertes Lernen im Vergleich zum ärztlichen Dozentenunterricht für den Erwerb von praktischem und theoretischem Wissen

Hintergrund Das Erlernen von praktischen klinischen Fertigkeiten unter Einsatz neuer Medien und mit modernen Unterrichtsmethoden gewinnt in der medizinischen Ausbildung immer mehr an Bedeutung. Besonders zu benennen ist hier das Lernen durch Videos im Rahmen von ELearning- Einheiten. Dafür bedar...

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Bibliographic Details
Main Author: Hoffmann, Hoger
Contributors: Fuchs-Winkelmann, Susanne (Prof. Dr.) (Thesis advisor)
Format: Dissertation
Published: Philipps-Universität Marburg 2018
Online Access:PDF Full Text
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Table of Contents: Background The importance of learning practical clinical skills by means of new media and modern methods of teaching during the medical education has raised drastically. Especially, medical schools and universities shifted their focus on learning with videos in e-learning environments. To use this technic with maximum profit, they need high quality standard for material and an appropriate teaching method which is appropriate to use. The team-based-learning is a method, in which you can integrate e-learning-content. This study analyses the effects of team-based-learning on the student´s theoretical knowledge and on the quality of practical clinical examination of the shoulder. Material and Method During the tutorial of the integrated examination course in medicine, this examination compared two different teaching methods. A variation of the team-based-learning (experimental group, eg) and a teacher-centred-learning (control group, cg) are compared with the outcome of theoretical knowledge and the quality of practical skills of the clinical examination. Both groups begin with teacher-centred-learning by a doctor in the clinical examination of the shoulder as it was taught in Marburg. Afterwards, a tutorial starts for both groups. The experimental group is taught by an e-learning module. Thereafter/Subsequently, they are taught by a variation of the team-based-learning method. The control group is taught by teacher-centred-learning. The first outcome is the theoretical knowledge and it is measured by special developed questions two occasions: subsequent to tutorial (t1) and subsequent to the OSCE (objective structured clinical examination) at the end of the semester (t2). The quality of the clinical examination is measured during the OSCE by using a station for the examination of the shoulder. A chisquare- test (r) for the theoretical knowledge and a t-test (t) for the quality of the examination are used to analyze the outcomes. Outcome At t1, the outcomes for the experimental group (n = 35) shows a statistical significant difference to the control group (n = 46) in the learning of theoretical knowledge (r = 0). In the experimental group, the questions was answered correctly 61,71% in total, in the control group there were 47,61% correct answers. The significant difference is measureable at t2 (r = 0,011). Here the experimental group (n=51) answers correctly 51,57% and the control group answers 47,67% correctly. For the quality of the clinical examination, there are significant outcomes too (t =0,004). The intervention group (n=56) obtains on average 19,55 points and the control group (n=72) achieves 12,76 points Conclusion The Variation of the team-based-learning-method is more effective than the frontal teaching when it is used to teach theoretical knowledge and practical skills.