Using team-based learning to prepare medical students for future problem-based learning.

Area of Science:

• Medical Education
• Health Sciences Pedagogy

Background:

• Problem-based learning (PBL) is widely adopted in health sciences education.
• A gap exists in structured preparation programs for medical students entering PBL, despite diverse student backgrounds.
• Traditional PBL assumes mature learners, overlooking the need for foundational skill development.

Purpose of the Study:

• To describe the experience of implementing team-based learning (TBL) as a preparatory educational approach for medical students.
• To assess student reactions and satisfaction with TBL in anticipation of a problem-based learning (PBL) environment.

Main Methods:

• A team-based learning (TBL) approach was used for 363 medical students in an 'Introduction to Medical Sciences Education' course over four semesters.
• Students were grouped into classes of 25-27, with learning facilitated via TBL.
• Quantitative and qualitative evaluations, including closed- and open-ended questionnaires, were administered and statistically analyzed.

Main Results:

• Out of 363 students, 304 (84%) completed a questionnaire, showing high satisfaction with TBL.
• Mean scores and consensus measurements indicated positive student reception.
• Content analysis of 139 comments from 82 students corroborated the quantitative findings of high satisfaction.

Conclusions:

• Team-based learning (TBL) is a highly satisfactory educational method for preparing medical students for future problem-based learning (PBL) environments.
• TBL is considered a feasible, efficient, and cost-effective strategy for introducing students to PBL.
• The study highlights the positive impact of TBL on early exposure to PBL, enhancing student readiness.