The moderating effect of team-based learning participation frequency on the relationship between medical students’ perception of systematic team-based learning class management and active class participation

• 발행기관: 한국의학교육학회
• 저자명: Somi Jeong Seung Jung Kim Kyoung Eun Lee Ara Ko
• 간행물 정보: 『Korean Journal of Medical Education』제37권 제3호, 345~353쪽, 전체 9쪽
• 주제분류: 의약학 > 기타의약학
• 파일형태: PDF
• 발행일자: 2025.09.01

국문 초록

Purpose: This study aimed to examine the moderating effect of team-based learning (TBL) participation frequency on the relationship between medical students’ perception of the systematic management of TBL classes and their active class participation. Method: To achieve this purpose, feedback data from 575 students who participated in TBL-based courses at Ewha Womans University College of Medicine during the second semester of the 2022 academic year and the first semester of the 2023 academic year were analyzed. Descriptive statistics, correlation analysis and moderation analysis were conducted. Results: The results of the study are as follows. First, students’ perception of systematic TBL class management showed a significant positive correlation with active class participation. Second, the frequency of TBL participation was found to play a moderating role in the relationship between the perception of systematic TBL class management and active class participation. Conclusion: This study highlights that both systematic TBL class management and the frequency of participation are key factors in promoting student engagement in medical education. Based on these findings, educational implications are discussed.

목차

Introduction

Methods

Results

Discussion

References

키워드

Team-based learning Systematic class management Active class participation Participation frequency Moderating effect