Table 3 Students’ perceptions of FC-TBL, including best and most difficult features ( N= 231)
Theme | Examples of students’ comments | No. of similar responses |
|---|---|---|
Best features of FC-TBL | ||
High level of engagement and effective peer feedback in group activities | During the discussion and experiment, members of our team were highly engaged. Different opinions can be heard and efficiency was increased The group discussion was rich and fruitful. It helped us to better complete the experiment and explore its significance | 148/231 |
The learning process from individual test to group discussion stimulated interest in learning and inspired deep thinking | Individual answers followed by group discussions work well. I learned a lot from the group discussion and thought more deeply I think it's great to think on your own first and then discuss with teammates. The opinions and feedback from others have deepened my understanding of knowledge | 124/231 |
More closely related to clinical practice | The group discussion questions involving clinical cases are interesting and make the experimental results more relevant to our future practice | 50/231 |
Most difficult features of FC-TBL | ||
Students suggested that the content of the questions should be more comprehensive and have more types | Hope to have more discussion questions related to experimental operations and statistical results There are only multiple choice questions and hope to have more types of questions | 68/231 |
Students suggested reducing the number of team members and improving the efficiency of the discussion | Hope to reduce the size of the team to 3–5 people, and improve the efficiency of the discussion | 60/231 |
Students suggested the pre-readings should be more relevant to the test | More focused and test-related pre-readings, such as a summary of basic knowledge, and a reminder of experimental operations | 13/231 |