Using team-based learning in an endocrine module taught across two campuses.

Area of Science:

• Medical Education
• Endocrinology
• Instructional Design

Background:

• Traditional lecture formats may not optimize learning in large or geographically dispersed student cohorts.
• Active learning strategies are crucial for enhancing student engagement and knowledge retention in medical education.

Purpose of the Study:

• To implement and evaluate the effectiveness of a team-based learning (TBL) format in an endocrine module.
• To foster active learning among students across two different campuses.

Main Methods:

• Transformed lectures into 13 TBL sessions, incorporating pre-assignments, readiness assurance tests, and case-based problem-solving.
• Assessed student performance via in-session evaluations and unit examinations.
• Collected student feedback on individual TBL sessions and the overall course structure.

Main Results:

• Students in the TBL format achieved higher course grades compared to the previous lecture-based method.
• Readiness assurance tests and team contribution scores were significant predictors of overall course performance (p<0.001).
• Student evaluations indicated positive acceptance of the TBL format.

Conclusions:

• Team-based learning (TBL) serves as an effective active-learning strategy for medical education.
• TBL is particularly beneficial for courses with high student-to-faculty ratios and in distance learning settings.
• The TBL approach enhances knowledge application and student engagement in endocrine education.