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

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2.	吴华伟, 冯琦, 林凌华, 等. 医学影像学多元化教学改革探讨. 中华医学教育探索杂志, 2013, 12(6): 643-645.
3.	王惠方, 韩东明, 梁长华, 等. 医学影像专业课程与教学内容优化的探讨. 中国继续医学教育, 2019, (32): 6-8.
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5.	Ho CLT. Team-based learning: a medical student's perspective. Med Teach, 2019, 41(9): 1087.
6.	贾润慧, 周晟, 陈晓飞, 等. 以团队为基础教学法在医学影像学实习教学中的应用探讨. 卫生职业教育, 2017, 35(5): 98-99.
7.	张华, 邱少东, 祝志敏, 等. 新型教学模式在超声诊断学本科生见习中的应用价值. 卫生职业教育, 2018, 36(2): 70-72.
8.	孟莉, 王小宜, 刘进康, 等. LBL/TBL 双轨教学模式在医学影像学教学中的应用. 教育教学论坛, 2014, (22): 148-150.
9.	白若靖, 杨德武. 基于 TBL 与 CBL 教学法的医学影像检查技术教学研究. 影像研究与医学应用, 2019, 3(12): 250-252.
10.	顾艳, 张永刚, 周芯羽, 等. PBL 结合 TBL 教学模式在影像科临床实习教学中的应用. 西部素质教育, 2019, 5(13): 176-177.
11.	赵娜, 宋丽萍, 张欣, 等. TBL 结合比较影像学在核医学理论教学中的应用. 中国继续医学教育, 2019, 11(14): 25-28.
12.	李莉, 林志艳, 杨雅丽, 等. TBL 联合 CBL 教学模式在医学影像学教学中应用的研究. 中国继续医学教育, 2017, 9(33): 13-14.
13.	潘立晨, 王鸿娟, 朱战强. 医学影像学应用 TBL 与 CBL 教学法对学生考核成绩影响研究. 成才之路, 2017, (5): 18-19.
14.	潘玉梅, 张雪君, 韩立. 学研教协同的 TBL 教学模式在医学影像技术专业的应用探讨. 医学教育管理, 2016, 2(2): 415-419.
15.	孙成英, 刘大伟, 赵玉霞, 等. 以团队为基础教学模式在肿瘤放射治疗选修课中的应用. 中华临床医师杂志, 2016, 10(10): 1498-1501.
16.	栾金红, 尹志伟, 车艳玲, 等. TBL 教学法在中医院校影像诊断学中应用的研究探索. 大学教育, 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.	杨慧, 陈昊, 李婧辰. 医学生创新思维培养的探讨. 基础医学教育, 2015, (9): 93-95.
23.	袁小平, 陈建宇, 李勇, 等. TBL 结合创新思维教学在医学影像学本科生教学中的应用及评估. 继续医学教育, 2018, 32(11): 51-52.
24.	Smeby SS, Lillebo B, Slørdahl 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. 医学影像学教学改革探讨. 解剖学研究, 2014, 36(1): 64-66.
2. 吴华伟, 冯琦, 林凌华, 等. 医学影像学多元化教学改革探讨. 中华医学教育探索杂志, 2013, 12(6): 643-645.
3. 王惠方, 韩东明, 梁长华, 等. 医学影像专业课程与教学内容优化的探讨. 中国继续医学教育, 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. 贾润慧, 周晟, 陈晓飞, 等. 以团队为基础教学法在医学影像学实习教学中的应用探讨. 卫生职业教育, 2017, 35(5): 98-99.
7. 张华, 邱少东, 祝志敏, 等. 新型教学模式在超声诊断学本科生见习中的应用价值. 卫生职业教育, 2018, 36(2): 70-72.
8. 孟莉, 王小宜, 刘进康, 等. LBL/TBL 双轨教学模式在医学影像学教学中的应用. 教育教学论坛, 2014, (22): 148-150.
9. 白若靖, 杨德武. 基于 TBL 与 CBL 教学法的医学影像检查技术教学研究. 影像研究与医学应用, 2019, 3(12): 250-252.
10. 顾艳, 张永刚, 周芯羽, 等. PBL 结合 TBL 教学模式在影像科临床实习教学中的应用. 西部素质教育, 2019, 5(13): 176-177.
11. 赵娜, 宋丽萍, 张欣, 等. TBL 结合比较影像学在核医学理论教学中的应用. 中国继续医学教育, 2019, 11(14): 25-28.
12. 李莉, 林志艳, 杨雅丽, 等. TBL 联合 CBL 教学模式在医学影像学教学中应用的研究. 中国继续医学教育, 2017, 9(33): 13-14.
13. 潘立晨, 王鸿娟, 朱战强. 医学影像学应用 TBL 与 CBL 教学法对学生考核成绩影响研究. 成才之路, 2017, (5): 18-19.
14. 潘玉梅, 张雪君, 韩立. 学研教协同的 TBL 教学模式在医学影像技术专业的应用探讨. 医学教育管理, 2016, 2(2): 415-419.
15. 孙成英, 刘大伟, 赵玉霞, 等. 以团队为基础教学模式在肿瘤放射治疗选修课中的应用. 中华临床医师杂志, 2016, 10(10): 1498-1501.
16. 栾金红, 尹志伟, 车艳玲, 等. TBL 教学法在中医院校影像诊断学中应用的研究探索. 大学教育, 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. 杨慧, 陈昊, 李婧辰. 医学生创新思维培养的探讨. 基础医学教育, 2015, (9): 93-95.
23. 袁小平, 陈建宇, 李勇, 等. TBL 结合创新思维教学在医学影像学本科生教学中的应用及评估. 继续医学教育, 2018, 32(11): 51-52.
24. Smeby SS, Lillebo B, Slørdahl 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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