Maryam Alizadeh; Gholamreza Hassanzadeh
Volume 13, Issue 5 , January 2017, , Pages 460-467
Abstract
Background & Objective: Utilizing the immediate feedback assessment to Technique (IFAT) in teambased learning is a controversial issue due to its high cost The aim of this study was to investigate medical students views about the outcomes of using IFAT regarding the cooperation rate and method of ...
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Background & Objective: Utilizing the immediate feedback assessment to Technique (IFAT) in teambased learning is a controversial issue due to its high cost The aim of this study was to investigate medical students views about the outcomes of using IFAT regarding the cooperation rate and method of students in teambased learning activates Methods: This descriptive study was conducted in 2016 at the School of Medicine Tehran University of Medical Sciences Iran The study population consisted of medical students who had experienced both teambased learning methods (with and without IFAT) Convenience sampling was performed based on the willingness of students to complete a researchermade valid and reliable questionnaire Data were analyzed using SPSS software Results: The IFAT is designed for use in multiresponse questions Based on predetermined patterns the answer was hidden under a surface which was scratched off by students after discussing the answer Of the 139 participants 555% stated that utilizing IFAT caused an increase in the time of discussion and 388% believed that it had small or very small effect on the participation of students who would not previously take part in the discussion In addition 842% noted that the use of this tool increased the accuracy of answers 85 (611%) believed that IFAT made team discussion more exciting Moreover 532% noted that it enhanced the depth of the discussion and 604% stated that discussions became more serious However the majority of students (503%) believed that it had little effect on the integration of knowledge of other subjects in answering questions The students views in the open question in addition to approving the quantitative results showed that students may wait for other teams to reveal the answer before using their form Conclusion: The students believed that the use of the IFAT has positive effects on participation in team work Although it may be a costly method due to its positive effects from the perspective of students the cost associated with buying or producing of the tool seems to be economical In order to prevent the creation of a competitive educational environment it is recommended that students be made effectively aware of the goals and rationales of using this tool Student orientations should be done in multiple time intervals and must be taken into consideration on other related circumstance such as professional code of conduct training
