Comparing team-based and mixed active-learning methods in an ambulatory care elective course.

Area of Science:

• Medical Education
• Pharmacy Education
• Active Learning Strategies

Background:

• Active learning methods are increasingly adopted in medical and pharmacy education.
• Team-based learning (TBL) and mixed active learning are two such pedagogical approaches.
• Assessing their comparative effectiveness and student/faculty perceptions is crucial for curriculum development.

Purpose of the Study:

• To compare student academic performance in TBL versus mixed active learning formats.
• To evaluate student satisfaction with both teaching methodologies.
• To understand faculty perceptions of TBL in ambulatory care settings.

Main Methods:

• A comparative study analyzing student grades (quality points) in two elective ambulatory care courses.
• Anonymous course evaluations assessed student perceptions.
• Surveys gathered faculty impressions of the TBL method.

Main Results:

• Students in the TBL format achieved significantly higher mean quality points (3.7) than those in the mixed active learning format (3.3).
• Course evaluations indicated favorable student satisfaction with both teaching methods.
• All surveyed faculty using TBL expressed willingness to use it again.

Conclusions:

• Team-based learning resulted in superior student academic outcomes compared to mixed active learning in these ambulatory care courses.
• Both methods were well-received by students, but TBL demonstrated a performance advantage.
• Faculty perceive TBL as a valuable and effective teaching strategy for facilitating small-group active learning.