The effect of team active learning in prior problem-solving versus afterward problem- solving on medical students' achievement

Background Collaborative learning is a vitally important active learning process for improving the backgrounds of learners by gaining diverse learning experiences and mastery of skills, such as critical thinking and problem-solving. This study examines the difference in the effectiveness of active learning on medical students' learning and achievement when students were asked to collaborate in a team to solve a clinical problem before new information was studied versus having problems presented after that information was studied. Method This is an experimental quantitative design study. Participants were divided into two experimental groups (prior problem-solving group & afterward problem-solving group). Each group consisted of 30 students. The experiment had two phases: a training phase during which the selected students were trained in using the deliberate-reflection strategy, and a test phase one week later, during which students solved two new cases using the deliberate-reflection strategy. The afterward problem-solving group was given two problems to elaborate upon individually and then in pairs using the deliberate-reflection strategy (team discussion). Then the situational interest and cognitive load were measured by questionnaire. After this, they were asked to study a text about the causes of jaundice, the same questionnaire measured the situational interest and cognitive load. The prior problem-solving group studied a text about the causes of jaundice and was given two problems to elaborate upon and discuss in teams using the deliberate reflection strategy (Team discussion). Also, they were asked about their situational interest and cognitive load. At the end the two groups were prone to knowledge tests about the causes of Jaundice. Results The study findings showed no significant difference between the two experimental groups those who had jaundice text before problem-solving and those who had jaundice text after problem-solving. Although both groups had the same knowledge test at the same time after the experiment. The study timing and lack of motivation and cohesion affected the results of the experiment. Conclusion Deliberate reflection and collaborative learning are techniques that actively engage learners in experiential learning environments and increase their relevance and performance. However, many studies have shown significant results in favor of deliberate reflection and collaborative learning. Both techniques are recommended for medical schools. Better preparations with enough time for the experiment are recommended.