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Medical students’ perspective on the place of team-based learning in the curriculum

Authors Nuur Ali A, Elbayouk K, Osman A

Received 17 September 2018

Accepted for publication 30 September 2018

Published 30 October 2018 Volume 2018:9 Pages 773—775

DOI https://doi.org/10.2147/AMEP.S187818

Editor who approved publication: Dr Md Anwarul Majumder


Anass Nuur Ali, Khamees Elbayouk, Abdirahman Osman

Faculty of Medicine, St George’s Hospital Medical School, London, UK
We read with great interest the recent article by Yan et al1 discussing the use of Team-Based Learning (TBL) in medical school. As medical students, our exposure to a number of different learning methods allows us to offer a unique perspective on the effectiveness of TBL.

Author’s reply

Junhao Yan

Department of Anatomy and Histology, School of Basic Medical Sciences, Peking University, Beijing 100191, People’s Republic of China

We do agree with the opinion of Abdirahman Osman et al. The pre-reading for the sessions might increase the student’s burden, and sometimes, the traditional teaching method can improve the reading efficiency for the students. Therefore, it is better to establish a synergistic approach or balance between the TBL and traditional lectures. We do thank the team of Professor Abdirahman Osman for their valuable suggestion.

 
 

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