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A controlled trial of team-based learning in an ambulatory medicine clerkship for medical students
Patricia A Thomas1, Craig W Bowen
1Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland 21287, USA. pthomas1@jhmi.edu
Background:
Team-based learning (TBL) has been studied in several preclinical settings, but there is less evidence for its effectiveness in clinical curricula.
Purpose:
We compared the impact of TBL versus usual small group lecture (SGL) on knowledge objectives in a clinical clerkship.
Methods:
We used an unblinded crossover design with 112 students rotating through the Ambulatory Medicine clerkship. In each rotation of the clerkship, 3 clinical topics were taught as SGL and 3 as TBL. We compared performance on the knowledge examination for those items taught with TBL and those with SGL.
Results:
Performance by students taught by TBL was higher than those taught by SGL in each topic, except Hypertension. The average effect size of the six measures was 0.51.
Conclusions:
TBL appears to be a more effective method than the usual small group lecture in achievement of knowledge objectives for clinical clerkship students.
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