Integration of team-based learning strategies into a cardiovascular module

Area of Science:

• Medical Education
• Cardiovascular Medicine

Background:

• Traditional lecture formats may limit active student engagement and self-directed learning.
• Integrating innovative pedagogical approaches is crucial for enhancing medical education.

Purpose of the Study:

• To implement team-based learning (TBL) strategies within a cardiovascular module.
• To enhance student accountability for learning and engagement with patient cases across two campuses.

Main Methods:

• Modified an existing cardiovascular module, replacing lecture hours with self-directed learning (SDL) assignments.
• Utilized TBL methodologies for case discussions to maximize student participation.
• Administered readiness assurance quizzes for SDL and TBL components.

Main Results:

• Improved student and faculty satisfaction with the revised course structure.
• No adverse impact on student academic performance despite a 14% reduction in lecture time.
• Increased faculty time was noted in the initial year due to material development.

Conclusions:

• Successful integration of a modified TBL format into a cardiovascular module.
• Enhanced student and faculty satisfaction achieved without compromising learning outcomes.
• TBL offers a viable alternative to traditional lectures for improving engagement in medical education.