Implementation of team-based learning (TBL) in a second year medical school course: does prior experience with TBL improve the impact of this pedagogy?

Background We have shown that use of Team-based learning (TBL) in a first-year Infectious Diseases (ID) course improved final examination and course performance. Therefore, we implemented TBL in the second-year Women’s Health (WH) course to improve acquisition of course content. We hypothesized that...

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Vydané v:BMC medical education Ročník 22; číslo 1; s. 288 - 7
Hlavní autori: Carrasco, Gonzalo A., Gentile, Matthew, Salvatore, Michelle L., Lopez, Osvaldo J., Behling, Kathryn C.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London BioMed Central 18.04.2022
BioMed Central Ltd
Springer Nature B.V
BMC
Predmet:
Active learning
Course Content
Curricula
Data Analysis
Education
Educational Environment
Educational Measurement - methods
Evaluation
Feedback
Female
Group work in education
Health aspects
Humans
Learner Engagement
Learning
Learning Strategies
Lifelong Learning
Medical
Medical Education
Medical schools
Medical students
Methods
Peer tutoring
Problem-Based Learning - methods
Quantitative psychology
Schools, Medical
Student Experience
Student participation
Students
Teaching
Team learning approach in education
Team-based learning
Teams
Theory of Medicine/Bioethics
Undergraduate
Validity
Variance analysis
United States
Medical
Team-based learning
Active learning
Education
Undergraduate
ISSN:1472-6920, 1472-6920
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Shrnutí:Background We have shown that use of Team-based learning (TBL) in a first-year Infectious Diseases (ID) course improved final examination and course performance. Therefore, we implemented TBL in the second-year Women’s Health (WH) course to improve acquisition of course content. We hypothesized that prior experience with TBL in the first-year of medical school would lead to a strong correlation between TBL performance in the first and second years. Methods Our study is a retrospective review of student TBL and final examination performance in the ID and WH courses. The ID course has weekly TBL exercises that cover all course material, while the WH course has one TBL that covers a small portion of the course material. Final examination and TBL individual readiness assurance test (iRAT) scores in the ID and WH courses from three classes ( n  = 226) were obtained with institutional review board approval. Statistical analyses were performed including comparisons of means and correlation studies. Results Average WH iRAT scores were significantly higher than ID iRAT scores (9.19 vs. 7.40, p  < 0.01), and iRAT scores in both courses were highly correlated ( r  = 0.35, p  < 0.01). When stratifying students based on WH course performance, in struggling students, iRAT but not final examination scores were higher in the WH course than the ID course (8.73 vs. 7.00, p  < 0.01 and 82.45 vs. 80.51, p  > 0.05, respectively). Conclusions Our results suggest that prior experience with TBL improves TBL iRAT scores, especially in struggling students. Prior TBL experience is also associated with consistent iRAT performance between first- and second-year courses in high performing students.
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SourceType-Scholarly Journals-1
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ISSN:1472-6920
1472-6920
DOI:10.1186/s12909-022-03363-1