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The effectiveness of team-based learning in a clinical anatomy class for speech disorders and students' engagement Masahiro Suzuki 1 1Department of Communication Disorders, Faculty of Health Care Sciences, Himeji Dokkyo University Keyword: チーム基盤型学習(TBL) , 解剖学教育 , メタ認知 , 学習方略 , 授業評価 , team-based learning(TBL) , anatomy education , metacognition , learning strategy , evaluation of education pp.339-347
Published Date 2014/12/15
DOI https://doi.org/10.11477/mf.6001200015
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 Team-based learning (TBL) is an instructional strategy that combines independent out-of-class preparation and in-class discussion in small groups. This approach has been argued for in medical education, but there seems to be little discussion in the training education of speech-language-hearing therapists in Japan. The author adopted TBL in teaching clinical anatomy for speech disorders. This study investigated the student engagement in TBL processes and TBL effectiveness using a self-evaluation scale, and compared these scores between three groups by the examination score. Additionally, free description opinions about this class were also analyzed. The results showed that 89.7% of the free descriptive opinions were affirmative which suggests that the TBL class was effective. Self-evaluation scores of engagement in TBL processes were related to the examination scores. However, the low examination score group evaluated their perception of TBL effectiveness similarly to other groups. It is deduced that students in the low score group had more difficulty with metacognitive judgments than their more competent peers, and that this poorer metacognitive ability may affect the effective use of self-regulated learning strategy in TBL.


Copyright © 2014, Japanese Association of Speech-Language-Hearing Therapists. All rights reserved.

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電子版ISSN 印刷版ISSN 1349-5828 日本言語聴覚士協会

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