| LEADER |
03639nam a22003377a 4500 |
| 001 |
1525979 |
| 041 |
|
|
|a eng
|
| 100 |
|
|
|9 595303
|a Tahir, Mohamed Elnajid Mustafa Mohamed
|e Author
|
| 245 |
|
|
|a Perception of Sudanese Physiologists towards Team Based Learning in Teaching Physiology; Khartoum State, Sudan, 2018
|
| 260 |
|
|
|a الخرطوم
|c 2018
|
| 300 |
|
|
|a 1 - 47
|
| 336 |
|
|
|a رسائل جامعية
|
| 502 |
|
|
|b رسالة ماجستير
|c جامعة النيلين
|f كلية الطب
|g السودان
|o 0005
|
| 520 |
|
|
|a Introduction: Team-Based Learning (TBL) is an active, collaborative learning instructional technique that provides participants with opportunities to apply conceptual knowledge through a sequence of events that includes individual work, teamwork and immediate feedback. Study Objectives: The aim was to study the perception of Sudanese physiologists about implementing Team-Based Learning (TBL) in physiology teaching in medical schools in Khartoum state. Research Methodology: This was descriptive, cross-sectional institutional-based study. One hundred and eighty Physiologists registered in Sudanese Physiological Society at the time of this study, sixty physiologists were available and practicing teaching in Khartoum state. The study covers all physiologist that practice teaching in Khartoum state. The Data was collected by using questionnaire and nominal group technique (NGT). The questionnaire composed of ten attitude scale questions, Socio-demographic variables and academic background variables. Reliability and validity of the questionnaire was tested using Alph Cronbach test. Nominal group technique is a procedure used to facilitate effective group decision. Results: The results showed that (46.7%) and (43.3 %) of the participants felt that team based learning is the best option for tutorials. The results also (58.3 %) of the teachers agreed they spend much time preparing for team based learning than other teaching method. (26.7%) of the participants are not worried about the class room attendance when using team based learning, where (33.3%) of them were uncertain. Conclusion: Team based learning is an active effective method in teaching physiology and with some modification can easily be used in tutorials. Recommendation: Some modification can be done in Team based learning like giving marks to the Group Readiness Assurance Test in addition to Individual Readiness Assurance Test. Also giving tutorials equal percentage in attendance as lectures. Changing the Team based learning schedule hours to be early morning. And last Making standard Team based learning question bank.
|
| 653 |
|
|
|a التعليم الطبي
|a البرامج التعليمية
|a التعلم القائم على الفريق
|a كليات الطب
|a الخرطوم
|
| 700 |
|
|
|a Alam Elhuda, Daffalla Mohammed Elamean
|e Advisor
|9 445247
|
| 856 |
|
|
|u 9818-006-031-0005-T.pdf
|y صفحة العنوان
|
| 856 |
|
|
|u 9818-006-031-0005-A.pdf
|y المستخلص
|
| 856 |
|
|
|u 9818-006-031-0005-C.pdf
|y قائمة المحتويات
|
| 856 |
|
|
|u 9818-006-031-0005-F.pdf
|y 24 صفحة الأولى
|
| 856 |
|
|
|u 9818-006-031-0005-1.pdf
|y 1 الفصل
|
| 856 |
|
|
|u 9818-006-031-0005-2.pdf
|y 2 الفصل
|
| 856 |
|
|
|u 9818-006-031-0005-3.pdf
|y 3 الفصل
|
| 856 |
|
|
|u 9818-006-031-0005-4.pdf
|y 4 الفصل
|
| 856 |
|
|
|u 9818-006-031-0005-5.pdf
|y 5 الفصل
|
| 856 |
|
|
|u 9818-006-031-0005-O.pdf
|y الخاتمة
|
| 856 |
|
|
|u 9818-006-031-0005-R.pdf
|y المصادر والمراجع
|
| 856 |
|
|
|u 9818-006-031-0005-S.pdf
|y الملاحق
|
| 930 |
|
|
|d y
|
| 995 |
|
|
|a Dissertations
|
| 999 |
|
|
|c 1105583
|d 1105583
|
