Evaluación de la metodología Team Based Learning en cursos de estadística para estudiantes de medicina

Background Team-Based Learning methodology (TBL) is used in medicine teaching in different clinical and basic fields, but seldom in statistics courses. Aim To compare the performance of students taught using TBL with those receiving the traditional lecture modality. Materials and Methods The grad...

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Autores principales:	LANCELLOTTI,DOMINGO, ABARCA,ALEJANDRO, JORQUERA,JAVIERA, LOBOS,CAMILA, AGUILERA,DIEGO, SÁNCHEZ,NELLY
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2020
Materias:	TBL Biostatistical course Medical Student
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872020000400488
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spelling	oai:scielo:S0034-988720200004004882020-07-07Evaluación de la metodología Team Based Learning en cursos de estadística para estudiantes de medicinaLANCELLOTTI,DOMINGOABARCA,ALEJANDROJORQUERA,JAVIERALOBOS,CAMILAAGUILERA,DIEGOSÁNCHEZ,NELLY TBL Biostatistical course Medical Student Background Team-Based Learning methodology (TBL) is used in medicine teaching in different clinical and basic fields, but seldom in statistics courses. Aim To compare the performance of students taught using TBL with those receiving the traditional lecture modality. Materials and Methods The grades and percentage of correct answers obtained in exams written during the statistics course of students that were taught without TBL (years 2009-2011) or using this methodology (years 2013-2016) were compared. Z Test for one mean (Milestone 1) and Student’s t test for two independent means assuming equal variances/unequal variances (Milestone 2) were evaluated. The mean and minimum grades and the percentage of grades below the flunking threshold were also evaluated. Students’ assessment of the methodology was also recorded. Results The percentage of correct answers was 94.2% and 94% among students taught with and without TBL methodology, respectively (Milestone 1), achieving a similar performance independent of the teaching strategy. The global percentage of correct answers of Milestone 2 increased from 75.3% to 89.5% (P < 0.001) among students using TBL. In 75.0% of questions, the percentage of correct answers increased with TBL. Likewise, there was an increase in mean grades increased from 5.4 to 6.2 (P < 0.05) and mean minimum grades from 2.8 to 3.7 (P = 0.05). The proportion of grades below the flunking threshold decreased from 9.9% to 4.4% (P = 0.054). Almost all students evaluated TBL methodology positively. Conclusions Students taught using TBL methodology performed better in the statistics course evaluation than students attending standard lectures in statistical analysis of greater complexity. TBL was well evaluated.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.148 n.4 20202020-04-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872020000400488es10.4067/s0034-98872020000400488
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	TBL Biostatistical course Medical Student
spellingShingle	TBL Biostatistical course Medical Student LANCELLOTTI,DOMINGO ABARCA,ALEJANDRO JORQUERA,JAVIERA LOBOS,CAMILA AGUILERA,DIEGO SÁNCHEZ,NELLY Evaluación de la metodología Team Based Learning en cursos de estadística para estudiantes de medicina
description	Background Team-Based Learning methodology (TBL) is used in medicine teaching in different clinical and basic fields, but seldom in statistics courses. Aim To compare the performance of students taught using TBL with those receiving the traditional lecture modality. Materials and Methods The grades and percentage of correct answers obtained in exams written during the statistics course of students that were taught without TBL (years 2009-2011) or using this methodology (years 2013-2016) were compared. Z Test for one mean (Milestone 1) and Student’s t test for two independent means assuming equal variances/unequal variances (Milestone 2) were evaluated. The mean and minimum grades and the percentage of grades below the flunking threshold were also evaluated. Students’ assessment of the methodology was also recorded. Results The percentage of correct answers was 94.2% and 94% among students taught with and without TBL methodology, respectively (Milestone 1), achieving a similar performance independent of the teaching strategy. The global percentage of correct answers of Milestone 2 increased from 75.3% to 89.5% (P < 0.001) among students using TBL. In 75.0% of questions, the percentage of correct answers increased with TBL. Likewise, there was an increase in mean grades increased from 5.4 to 6.2 (P < 0.05) and mean minimum grades from 2.8 to 3.7 (P = 0.05). The proportion of grades below the flunking threshold decreased from 9.9% to 4.4% (P = 0.054). Almost all students evaluated TBL methodology positively. Conclusions Students taught using TBL methodology performed better in the statistics course evaluation than students attending standard lectures in statistical analysis of greater complexity. TBL was well evaluated.
author	LANCELLOTTI,DOMINGO ABARCA,ALEJANDRO JORQUERA,JAVIERA LOBOS,CAMILA AGUILERA,DIEGO SÁNCHEZ,NELLY
author_facet	LANCELLOTTI,DOMINGO ABARCA,ALEJANDRO JORQUERA,JAVIERA LOBOS,CAMILA AGUILERA,DIEGO SÁNCHEZ,NELLY
author_sort	LANCELLOTTI,DOMINGO
title	Evaluación de la metodología Team Based Learning en cursos de estadística para estudiantes de medicina
title_short	Evaluación de la metodología Team Based Learning en cursos de estadística para estudiantes de medicina
title_full	Evaluación de la metodología Team Based Learning en cursos de estadística para estudiantes de medicina
title_fullStr	Evaluación de la metodología Team Based Learning en cursos de estadística para estudiantes de medicina
title_full_unstemmed	Evaluación de la metodología Team Based Learning en cursos de estadística para estudiantes de medicina
title_sort	evaluación de la metodología team based learning en cursos de estadística para estudiantes de medicina
publisher	Sociedad Médica de Santiago
publishDate	2020
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872020000400488
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Evaluación de la metodología Team Based Learning en cursos de estadística para estudiantes de medicina

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