A comparison of team-based learning and lecture-based learning on clinical reasoning and classroom engagement: a cluster randomized controlled trial

Background The lecture-based learning (LBL) implemented in most Indonesian nursing/midwifery schools underlies the students’ lack of ability in clinical reasoning. Team-based learning (TBL) was proposed to improve the students’ ability in clinical reasoning as it is applying a course concept of real...

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Veröffentlicht in:	BMC medical education Jg. 21; H. 1; S. 444 - 11
Hauptverfasser:	Ulfa, Yunefit, Igarashi, Yukari, Takahata, Kaori, Shishido, Eri, Horiuchi, Shigeko
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	London BioMed Central 21.08.2021 BioMed Central Ltd Springer Nature B.V BMC
Schlagworte:	Active learning Attended births Behavioral Objectives Classroom engagement Classrooms Clinical Reasoning Clinical trials Comparative analysis Control Groups Education Educational objectives Female Group work in education Hemorrhage Humans Indonesia Knowledge Learning Strategies Lecture method in teaching Lecture-based learning Maternal mortality Medical Education Midwifery Midwifery education Nurses Nursing Obstetrics Problem-Based Learning Questionnaires Schools Skills Students Study and teaching Surveys and Questionnaires Teaching Methods Team learning approach in education Teams Theory of Medicine/Bioethics Thinking Skills Indonesia Classroom engagement Nursing Active learning Education Lecture-based learning Clinical reasoning Midwifery Team-based learning Cluster randomized controlled trial
ISSN:	1472-6920, 1472-6920
Online-Zugang:	Volltext
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