Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a...

Area of Science:

• Medical Education
• Diagnostic Skills Training

Background:

• Traditional teaching methods in diagnostics may not fully engage students.
• There is a need for innovative pedagogical approaches in medical education.

Purpose of the Study:

• To introduce team-based learning (TBL) as a diagnostic teaching method.
• To compare the effectiveness of TBL versus traditional lecture-based learning.

Main Methods:

• A randomized controlled trial involving 111 third-year medical undergraduates.
• Intervention: TBL for symptomatology; Control: Lecture-based learning.
• Assessed knowledge via Individual Readiness Assurance Test (IRAT), Group Readiness Assurance Test (GRAT), and Individual Terminal Tests (ITT1, ITT2).
• Student and teacher attitudes surveyed via questionnaires and interviews.

Main Results:

• No significant difference in immediate post-class test scores (ITT1) between TBL and lecture groups.
• TBL group showed significantly higher scores on the delayed post-class test (ITT2).
• TBL improved individual test scores compared to baseline.
• Significant differences in TBL scores across academic levels, but not in knowledge gain relative to baseline.

Conclusions:

• Team-based learning (TBL) in symptomatology teaching is well-accepted by students.
• TBL enhances student interest and self-directed learning.
• TBL effectively improves knowledge acquisition and short-term test scores compared to lectures, making it a recommendable teaching method.