The study aims to show how can add a wide dimension to
interdisciplinary learning using team-based learning (TBL) through
problem-based learning (PBL) and facilitate the process of integration for
cardiovascular disease (CVD) courses. However, the use of team-based learning
through PBL as a pedagogical strategy also served to deepen learners’
understanding of CVD use real world problems in an undergraduate course of CVD.
There were (60) preventive medicine learners who were selected and randomly
divided into 2 groups: Group 1 (n=30) with traditional teaching method and
experimental group 2 (n=30) with team-based learning through PBL teaching
methodology. The results of questionnaire showed that more than (90%) of
experimental group learners thought teambased learning through PBL teaching
approach could help to improve learning interest, independent thinking, and
team collaboration. The most of learners had a positive attitude towards using
teambased learning through PBL. To further their explanation of a topic or
problem that needs two or more disciplines to solve problems related to risk
factors of CVD. Learners combine, determine and develop information, concepts,
methodologies and procedures from two or more disciplines to obtain deep
knowledge, interpretation, abilities and very often also to diagnose or solve
real world problems. The perceptions of the university members for introduction
of interdisciplinary learning using team-based learning through PBL at
University of medicine Algiers were positive and encouraging. However, more
workshops, online learning and virtual presentations emphasizing more on
practical demonstrations were the felt need for successful structure of
interdisciplinary learning.
Author (s) Details
Nasser
Drareni Author (s) Details
Faculty of Economics, Commercial and Management Sciences, Lounici Ali University of Blida2, Blida, Algeria.
View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/204
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