Task-Based Learning: A Strategy for Integration of Knowledge and Performance in Medical Education

AUTHORS

Masoumeh Mangeli 1 , Sakineh Sabzevari 2 , Esmat Noohi 3 , *

1 Ph.D. Student in Nursing, Department of Nursing, School of Nursing and Midwifery, Islamic Azad University -Shahrebabak branch, Kerman, Iran, Iran

2 Ph.D. in Nursing, MSc in Medical Education, Assistant Professor, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran, Iran

3 Ph.D. in Nursing, MSc in Medical Education, Assistant Professor, Department of Medical Surgical Nursing, Physiologic Research center, Kerman University of Medical Sciences, Kerman, Iran, Iran

How to Cite: Mangeli M , Sabzevari S, Noohi E . Task-Based Learning: A Strategy for Integration of Knowledge and Performance in Medical Education, Strides Dev Med Educ. 2015 ; 12(2):e59133.

ARTICLE INFORMATION

Strides in Development of Medical Education: 12 (2); e59133
Published Online: June 28, 2015
Article Type: Research Article
Received: July 30, 2017
Accepted: October 04, 2014

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Abstract

Background & Objective: In recent decades, there have been substantial changes in the design and delivery of medical education in congruence with the higher demand for improved professional competencies of medical graduates. Task-based learning is an integrated system and a multidisciplinary teaching and learning approach. In task-based learning, the focus of learning is a set of tasks addressed by a doctor in clinical practice. In this method, subjects are taught through the performance of tasks and understanding of concepts and mechanisms underlying the tasks. The aim of this study was to review articles on task-based learning in medical education.

Methods: Electronic databases and publishers such as ScienceDirect, PubMed, Scopus, Google Scholar, SID, and Magiran were reviewed in 2014. All articles on task-based learning in medical education without consideration of publication date were collected. Studies which had the inclusion criteria (relevant to the field of medicine, having objectives, method, sample size, analysis, a specific conclusion, and availability of the full text) were selected. In total, 10 qualitative, quantitative, or mixed studies were selected for analysis.

Results: Although task-based learning had been used in different levels and situations, evidence suggested that, in comparison to the traditional training method, it has more efficiency and effectiveness. Task-based learning is an important tool in medical education with positive effects on faculty members, students, and patients.

Conclusion: This study has shown that task-based learning is a powerful educational strategy and has been accepted as an appropriate tool in teaching and learning activities in most medical schools. Therefore, it is recommended for the promotion of knowledge, skills, and professional competency.

Keywords

Task-based learning Medical education Knowledge Performance

© 2015, Medical Education Development Center. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.

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