University of Blida02, Blida, Algeria
The study aims to show how can one add a wide dimension to interdisciplinary learning using team-based learning (TBL) through problem were (60) preventive medicine learners who were selected and randomly divided into 2 groups: group 1 (n=30) with traditional teaching method and experimental group 2 (n=30) with team-based learning through PBL teaching methodology. The results of the questionnaire showed that more than (90%) of experimental group learners thought team-based learning through the PBL teaching approach could help to improve learning interest, independent thinking, and team collaboration. Most of the learners had a positive attitude towards using team-based learning through PBL. To further their explanation of a topic or problem that needs two or more disciplines to solve problems related to risk factors of CVD. Learners combine, determine and develop information, concepts, methodologies, and procedures from two or more disciplines to obtain deep knowledge, interpretation, abilities, and very often also to diagnose or solve real-world problems. The perceptions of the university members for the introduction of interdisciplinary learning using team-based learning through PBL at the University of medicine Algiers were positive and encouraging. However, more workshops, online learning and virtual presentations emphasizing more practical demonstrations were the felt need for a successful structure of interdisciplinary learning.
Interdisciplinary Learning Environment, Team-Based Learning, Problem-Based Learning, Risk Factors of Cardiovascular Diseases
Full Article available at https://dx.doi.org/10.20319/pijtel.2019.32.2946