Symptoms and pathology TBL (I) (3rd year)

Team Based Learning (TBL) encourages students to actively learn through group work. In the "Symptom Pathology TBL (I)" class for third-year students, students are given an assignment to perform a differential diagnosis of each disease based on symptoms, and learn about the diagnostic process and pathology.

In this class, students first take an individual test to measure the results of their preparation, then they split into groups of six and discussed the answers they gave in the individual test and the reasons for them. They then entered the answers they derived from this into two iPads distributed to each group.

The answers given by each group are displayed in real time on the teacher's computer, allowing the teacher to ask questions like "Why did you choose that answer?" and have the students explain the reasons for their answer. The teacher can then provide further explanations on questions where students made the most mistakes, deepening understanding through interactive lessons.

In addition, grades are determined not only based on the correctness of group answers, but also on the students' mutual evaluation of each other, such as what was said within the group and the level of contribution.

TBL-style classes are more effective for learning than passive classes. Group discussions and real-time explanations are given when students' curiosity is heightened, which deepens their understanding.
Because it is a two-way class, teachers can also learn why students arrived at the answer they did, and can focus on explaining areas where students are likely to make mistakes. Students can also develop the ability to summarize their thoughts and answer questions. I hope that students will develop the habit of thinking for themselves about why certain symptoms occur, rather than just memorizing.