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Team-based learning replaces problem-based learning at a large medical school.

Annette Burgess1,2, Jane Bleasel3,4, John Hickson3

  • 1The University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Edward Ford Building A27, Sydney, NSW, 2006, Australia. Annette.burgess@sydney.edu.au.

BMC Medical Education
|December 8, 2020
PubMed
Summary
This summary is machine-generated.

Team-based learning (TBL) replaced problem-based learning (PBL) in a medical program, offering standardized, large-scale small group learning and resource efficiencies. Students valued TBL

Keywords:
Medical curriculumTeam-based learning

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Area of Science:

  • Medical Education
  • Pedagogy
  • Curriculum Development

Background:

  • Increasing student numbers in the Sydney Medical Program led to concerns about standardization.
  • Decreased student satisfaction with the traditional problem-based learning (PBL) model.
  • Team-based learning (TBL) was implemented in Years 1 and 2 to address these issues.

Purpose of the Study:

  • To explore medical students' perceptions of their experience with TBL.
  • To evaluate the resource implications of implementing TBL.
  • To compare TBL with the previous PBL model.

Main Methods:

  • Weekly TBL sessions for 625 Year 1 and 2 medical students.
  • Each session involved pre-work, online Individual Readiness Assurance Test (IRAT), and in-class Team Readiness Assurance Test (TRAT).
  • Student feedback collected via questionnaire and analyzed using descriptive and thematic analysis.

Main Results:

  • High response rates from Year 1 (84%) and Year 2 (74%) students.
  • Positive aspects included small group dynamics, facilitator interactions, and the readiness assurance process.
  • Areas for improvement: pre-reading alignment, class time, clinical reasoning opportunities, and feedback.

Conclusions:

  • TBL provided a standardized, large-scale approach to small group learning with resource efficiencies.
  • Students benefited from TBL's active learning, knowledge consolidation, and peer feedback.
  • Recommendations include aligning pre-reading, enhancing facilitator interaction, reducing class time, and providing TRAT scores.