Evaluating team-based, lecture-based, and hybrid learning methods for neurology clerkship in China: a...

Area of Science:

• Medical Education
• Neurology Training
• Clinical Skills Development

Background:

• Neurology education presents challenges due to its complexity.
• Effective learning methods are crucial for developing clinical thinking and problem-solving skills in neurology clerkships.
• Traditional lecture-based learning (LBL) and team-based learning (TBL) have limitations, but combining them may offer synergistic benefits.

Purpose of the Study:

• To evaluate a hybrid team-based learning plus lecture-based learning (TBL+LBL) method for neurology clerkship training.
• To compare the learning outcomes of the TBL+LBL hybrid method against pure LBL and pure TBL.

Main Methods:

• A two-week neurology clerkship program involved 127 fourth-year medical students.
• Students were randomly assigned to three groups: TBL+LBL (n=41), LBL (n=43), or TBL (n=43).
• Learning outcomes were assessed using questionnaires and tests measuring basic knowledge and clinical practice skills.

Main Results:

• The TBL+LBL group demonstrated significantly higher theoretical and total test scores than the LBL and TBL groups.
• Practice test scores for the TBL+LBL group were comparable to the LBL group but superior to the TBL group.
• All students (100%) in the TBL+LBL group reported satisfaction with the hybrid learning method.

Conclusions:

• The hybrid TBL+LBL method is well-received by students and enhances learning outcomes in neurology clerkships compared to standalone LBL or TBL.
• This blended learning approach may be beneficial for other medical clerkships with complex, abstract material and short learning periods, such as pediatrics and internal medicine.