Team-based learning in the internal medicine clerkship didactics

Area of Science:

• Medical Education
• Active Learning Strategies
• Internal Medicine Clerkship

Background:

• Team-based learning (TBL) is underutilized in internal medicine clerkship didactics despite student preference for active learning over traditional lectures.
• This study integrated TBL sessions into a 12-week internal medicine clerkship.

Purpose of the Study:

• To compare learner engagement, satisfaction, and preference between TBL and lecture-based learning in internal medicine clerkship didactics.
• To provide evidence supporting TBL as an effective active learning strategy.

Main Methods:

• A quasi-experimental study design was employed.
• Outcomes were assessed using the Classroom Engagement Survey, a satisfaction questionnaire, and the Team-Based Learning Student Assessment Instrument (TBL-SAI).

Main Results:

• Statistically significant differences in classroom engagement scores favored TBL (median 39.0) over lecture-based learning (median 33.0).
• Student preference for TBL was substantially above neutral, with 100% satisfaction regarding its value and effectiveness for learning course material.
• High satisfaction was also noted for TBL's impact on problem-solving skills.

Conclusions:

• Findings align with previous research in other clerkships, indicating TBL enhances engagement and learning preference.
• Student satisfaction with TBL was more consistent than with lecture-based learning, potentially due to TBL's standardized format.
• TBL is supported as a valuable strategy for incorporating active learning into clerkship didactics.