Team-based learning at ten medical schools: two years later

Area of Science:

• Medical Education
• Pedagogical Innovation

Background:

• Team-based learning (TBL) was initially adopted by 10 medical schools in 2003.
• A follow-up study was conducted to assess the progress and influencing factors of TBL implementation over the subsequent two years.

Purpose of the Study:

• To review the progress of Team-based Learning (TBL) adoption in 10 medical schools.
• To identify factors influencing the utilization of TBL in medical education over a two-year period.

Main Methods:

• A qualitative study involving semi-structured interviews with representatives from the 10 medical schools previously evaluated.
• Data analysis employed the constant comparative method, with results triangulated among researchers to ensure consensus.

Main Results:

• Team-based learning (TBL) continued to be utilized in 9 out of 10 schools.
• TBL was integrated into new courses, maintained in existing ones, and discontinued in others, sometimes in favor of longitudinal integration courses.
• Faculty, student, course, and institutional factors were identified as significantly associated with changes in TBL adoption and utilization.

Conclusions:

• The ongoing use of Team-based Learning (TBL) is influenced by faculty, administration/curriculum, students, and course-specific characteristics.
• Successful implementation of TBL requires careful consideration of these multifaceted factors by institutions.