Efficacy of team-based learning pedagogy in the application of radiology education: a meta-analysis_Chinese Journal of Evidence-Based Medicine

Authors：

GE Lingling ¹ , CHEN Yuntian ² , XUE Wenbin ¹ ,  LIU Jiaming ³

1. West China School of Medicine, Sichuan University, Chengdu 610041, P.R.China;
2. Department of Radiology, the West China Hospital of Sichuan University, Chengdu 610041, P.R.China;
3. Department of Urology Surgery, the West China Hospital of Sichuan University, Chengdu 610041, P.R.China;

Corresponding?author：

LIU Jiaming, Email: jm3099@163.com

Keywords：

Team-based learning pedagogy; Lecture-based learning pedagogy; Radiology; Meta-analysis; Systematic review; Randomized controlled trial

DOI：

10.7507/1672-2531.202102052

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Objective To systematically review the efficacy of the application of team-based learning (TBL) pedagogy and traditional lecture-based learning (LBL) pedagogy in radiology education.Methods PubMed, EMbase, Web of Science, WanFang Data, CNKI and VIP databases were electronically searched to collect randomized controlled trials (RCTs) of the application of TBL and LBL pedagogy in radiology education from inception to March 31^st, 2020. Two reviewers independently screened literature, extracted data, and assessed the risk of bias of included studies; meta-analysis was then performed by using Stata/SE 16.0 software.Results A total of 11 RCTs involving 721 participants were included. The results of meta-analysis showed that TBL significantly improved students’ theoretical assessment scores (SMD=1.70, 95%CI 1.05 to 2.36, P<0.001), practical assessment scores (SMD=2.00, 95%CI 1.02 to 2.98, P<0.001), preference to the curriculum design (RR=1.53, 95%CI 1.19 to 1.97, P=0.001), agreed to more effective promotion in aspects of teamwork ability (RR=2.46, 95%CI 1.69 to 3.59, P<0.001), self-directed learning ability (RR=2.41, 95%CI 1.33 to 4.39, P=0.004), and clinical practice ability (RR=2.09, 95%CI 1.46 to 3.00, P<0.001) compared with LBL pedagogical method. However, no significant difference was found in the subjective evaluation of theoretical knowledge between two pedagogies.Conclusions Current evidence shows that TBL pedagogy based on active learning and team cooperation has obvious advantages over traditional LBL mode in radiology education. Due to limited quality and quantity of the included studies, more high-quality studies are needed to verify above conclusions.

Citation： GE Lingling, CHEN Yuntian, XUE Wenbin, LIU Jiaming. Efficacy of team-based learning pedagogy in the application of radiology education: a meta-analysis. Chinese Journal of Evidence-Based Medicine, 2021, 21(7): 839-844. doi: 10.7507/1672-2531.202102052 Copy

1.	林志春. 醫學影像學教學改革探討. 解剖學研究, 2014, 36(1): 64-66.
2.	吳華偉, 馮琦, 林凌華, 等. 醫學影像學多元化教學改革探討. 中華醫學教育探索雜志, 2013, 12(6): 643-645.
3.	王惠方, 韓東明, 梁長華, 等. 醫學影像專業課程與教學內容優化的探討. 中國繼續醫學教育, 2019, (32): 6-8.
4.	Michaelsen L, Knight A, Fink L. Team-based learning: a transformative use of small groups in college teaching. Missouri: Stylus Publishing, 2004.
5.	Ho CLT. Team-based learning: a medical student's perspective. Med Teach, 2019, 41(9): 1087.
6.	賈潤慧, 周晟, 陳曉飛, 等. 以團隊為基礎教學法在醫學影像學實習教學中的應用探討. 衛生職業教育, 2017, 35(5): 98-99.
7.	張華, 邱少東, 祝志敏, 等. 新型教學模式在超聲診斷學本科生見習中的應用價值. 衛生職業教育, 2018, 36(2): 70-72.
8.	孟莉, 王小宜, 劉進康, 等. LBL/TBL 雙軌教學模式在醫學影像學教學中的應用. 教育教學論壇, 2014, (22): 148-150.
9.	白若靖, 楊德武. 基于 TBL 與 CBL 教學法的醫學影像檢查技術教學研究. 影像研究與醫學應用, 2019, 3(12): 250-252.
10.	顧艷, 張永剛, 周芯羽, 等. PBL 結合 TBL 教學模式在影像科臨床實習教學中的應用. 西部素質教育, 2019, 5(13): 176-177.
11.	趙娜, 宋麗萍, 張欣, 等. TBL 結合比較影像學在核醫學理論教學中的應用. 中國繼續醫學教育, 2019, 11(14): 25-28.
12.	李莉, 林志艷, 楊雅麗, 等. TBL 聯合 CBL 教學模式在醫學影像學教學中應用的研究. 中國繼續醫學教育, 2017, 9(33): 13-14.
13.	潘立晨, 王鴻娟, 朱戰強. 醫學影像學應用 TBL 與 CBL 教學法對學生考核成績影響研究. 成才之路, 2017, (5): 18-19.
14.	潘玉梅, 張雪君, 韓立. 學研教協同的 TBL 教學模式在醫學影像技術專業的應用探討. 醫學教育管理, 2016, 2(2): 415-419.
15.	孫成英, 劉大偉, 趙玉霞, 等. 以團隊為基礎教學模式在腫瘤放射治療選修課中的應用. 中華臨床醫師雜志, 2016, 10(10): 1498-1501.
16.	欒金紅, 尹志偉, 車艷玲, 等. TBL 教學法在中醫院校影像診斷學中應用的研究探索. 大學教育, 2014, (2): 84-85.
17.	Gao X, Luo S, Mu D, et al. Effects of problem-based learning in paediatric education in China: a meta-analysis. J Evid Based Med, 2016, 9(3): 136-143.
18.	Krase K, Pfeifer E, Swan K. Team-based learning sessions compared with traditional lecture in the obstetrics and gynecology clerkship. Obstet Gynecol, 2018, 132(Suppl 1): 14S-18S.
19.	Chen M, Ni C, Hu Y, et al. Meta-analysis on the effectiveness of team-based learning on medical education in China. BMC Med Educ, 2018, 18(1): 77.
20.	Dearnley C, Rhodes C, Roberts P, et al. Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change. Nurse Educ Today, 2018, 60: 75-83.
21.	Burgess A, Bleasel J, Haq I, et al. Team-based learning (TBL) in the medical curriculum: better than PBL? BMC Med Educ, 2017, 17(1): 243.
22.	楊慧, 陳昊, 李婧辰. 醫學生創新思維培養的探討. 基礎醫學教育, 2015, (9): 93-95.
23.	袁小平, 陳建宇, 李勇, 等. TBL 結合創新思維教學在醫學影像學本科生教學中的應用及評估. 繼續醫學教育, 2018, 32(11): 51-52.
24.	Smeby SS, Lillebo B, Sl?rdahl TS, et al. Express team-based learning (eTBL): a time-efficient tbl approach in neuroradiology. Acad Radiol, 2020, 27(2): 284-290.
25.	Tsai MF, Jao JC. Evaluation of the effectiveness of student learning and teacher instruction on team-based learning during quality control of diagnostic imaging. Med Educ Online, 2020, 25(1): 1732159.

1. 林志春. 醫學影像學教學改革探討. 解剖學研究, 2014, 36(1): 64-66.
2. 吳華偉, 馮琦, 林凌華, 等. 醫學影像學多元化教學改革探討. 中華醫學教育探索雜志, 2013, 12(6): 643-645.
3. 王惠方, 韓東明, 梁長華, 等. 醫學影像專業課程與教學內容優化的探討. 中國繼續醫學教育, 2019, (32): 6-8.
4. Michaelsen L, Knight A, Fink L. Team-based learning: a transformative use of small groups in college teaching. Missouri: Stylus Publishing, 2004.
5. Ho CLT. Team-based learning: a medical student's perspective. Med Teach, 2019, 41(9): 1087.
6. 賈潤慧, 周晟, 陳曉飛, 等. 以團隊為基礎教學法在醫學影像學實習教學中的應用探討. 衛生職業教育, 2017, 35(5): 98-99.
7. 張華, 邱少東, 祝志敏, 等. 新型教學模式在超聲診斷學本科生見習中的應用價值. 衛生職業教育, 2018, 36(2): 70-72.
8. 孟莉, 王小宜, 劉進康, 等. LBL/TBL 雙軌教學模式在醫學影像學教學中的應用. 教育教學論壇, 2014, (22): 148-150.
9. 白若靖, 楊德武. 基于 TBL 與 CBL 教學法的醫學影像檢查技術教學研究. 影像研究與醫學應用, 2019, 3(12): 250-252.
10. 顧艷, 張永剛, 周芯羽, 等. PBL 結合 TBL 教學模式在影像科臨床實習教學中的應用. 西部素質教育, 2019, 5(13): 176-177.
11. 趙娜, 宋麗萍, 張欣, 等. TBL 結合比較影像學在核醫學理論教學中的應用. 中國繼續醫學教育, 2019, 11(14): 25-28.
12. 李莉, 林志艷, 楊雅麗, 等. TBL 聯合 CBL 教學模式在醫學影像學教學中應用的研究. 中國繼續醫學教育, 2017, 9(33): 13-14.
13. 潘立晨, 王鴻娟, 朱戰強. 醫學影像學應用 TBL 與 CBL 教學法對學生考核成績影響研究. 成才之路, 2017, (5): 18-19.
14. 潘玉梅, 張雪君, 韓立. 學研教協同的 TBL 教學模式在醫學影像技術專業的應用探討. 醫學教育管理, 2016, 2(2): 415-419.
15. 孫成英, 劉大偉, 趙玉霞, 等. 以團隊為基礎教學模式在腫瘤放射治療選修課中的應用. 中華臨床醫師雜志, 2016, 10(10): 1498-1501.
16. 欒金紅, 尹志偉, 車艷玲, 等. TBL 教學法在中醫院校影像診斷學中應用的研究探索. 大學教育, 2014, (2): 84-85.
17. Gao X, Luo S, Mu D, et al. Effects of problem-based learning in paediatric education in China: a meta-analysis. J Evid Based Med, 2016, 9(3): 136-143.
18. Krase K, Pfeifer E, Swan K. Team-based learning sessions compared with traditional lecture in the obstetrics and gynecology clerkship. Obstet Gynecol, 2018, 132(Suppl 1): 14S-18S.
19. Chen M, Ni C, Hu Y, et al. Meta-analysis on the effectiveness of team-based learning on medical education in China. BMC Med Educ, 2018, 18(1): 77.
20. Dearnley C, Rhodes C, Roberts P, et al. Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change. Nurse Educ Today, 2018, 60: 75-83.
21. Burgess A, Bleasel J, Haq I, et al. Team-based learning (TBL) in the medical curriculum: better than PBL? BMC Med Educ, 2017, 17(1): 243.
22. 楊慧, 陳昊, 李婧辰. 醫學生創新思維培養的探討. 基礎醫學教育, 2015, (9): 93-95.
23. 袁小平, 陳建宇, 李勇, 等. TBL 結合創新思維教學在醫學影像學本科生教學中的應用及評估. 繼續醫學教育, 2018, 32(11): 51-52.
24. Smeby SS, Lillebo B, Sl?rdahl TS, et al. Express team-based learning (eTBL): a time-efficient tbl approach in neuroradiology. Acad Radiol, 2020, 27(2): 284-290.
25. Tsai MF, Jao JC. Evaluation of the effectiveness of student learning and teacher instruction on team-based learning during quality control of diagnostic imaging. Med Educ Online, 2020, 25(1): 1732159.

Chinese Journal of Evidence-Based Medicine

Efficacy of team-based learning pedagogy in the application of radiology education: a meta-analysis

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