A modified team-based learning physiology course.

Area of Science:

• Medical Education
• Physiology Pedagogy

Background:

• Traditional first-year physiology courses often lack interactive elements, potentially hindering student engagement and deep learning.
• Implementing innovative pedagogical approaches is crucial for enhancing the learning experience in foundational science courses.

Purpose of the Study:

• To implement and evaluate an interactive, clinically relevant first-year physiology course utilizing team-based learning (TBL).
• To assess the impact of TBL on student knowledge, attitudes, and skill development.

Main Methods:

• The course was structured around a TBL framework, incorporating six modules with pre-class preparation, a readiness-assurance process, and in-class application activities.
• Integrative case studies were used for concept review before examinations.
• Student learning was assessed through course evaluations, an attitudinal survey, and a knowledge examination.

Main Results:

• Student evaluations revealed a higher perception of active learning in the TBL format compared to the previous year.
• Significant improvements were noted in opportunities for developing communication skills, teamwork, and collaboration.
• Students in the TBL course demonstrated superior performance in both foundational knowledge and application-based questions.

Conclusions:

• The integration of team-based learning in a physiology course positively influenced students' material retention and their overall attitude towards the course.
• TBL fosters a more engaging and effective learning environment for foundational science subjects.