Improving learning experience through implementing standardized team-based learning process in undergraduate medical...

Area of Science:

• Medical Education
• Active Learning Strategies
• Educational Psychology

Background:

• Team-Based Learning (TBL) is a structured active learning method in undergraduate medical education (UME).
• Variations in TBL implementation exist, impacting its perceived benefits.
• The study investigates the effect of a standardized TBL framework on student perceptions.

Purpose of the Study:

• To assess the impact of a standardized TBL framework on student perceptions of TBL benefits.
• To evaluate the effectiveness of targeted interventions in improving TBL implementation.
• To understand how consistent TBL component delivery influences the student learning experience.

Main Methods:

• Faculty surveys assessed TBL implementation fidelity.
• Second-year osteopathic medical students (OMS II) were surveyed pre- and post-intervention.
• Curricular interventions enforced standard TBL steps and components over a 6-week course.
• Quantitative and qualitative data underwent descriptive and thematic analyses.

Main Results:

• Faculty surveys revealed inconsistent TBL implementation.
• Student perceptions significantly improved in areas like readiness assurance tests, immediate feedback, and application activities post-intervention.
• Students consistently valued teamwork and practical application opportunities within TBL.

Conclusions:

• While students value teamwork in UME, suboptimal TBL implementation can negatively affect their perception.
• Targeted interventions and assessment of TBL components can enhance the medical student TBL experience.
• The study's approach can guide educators in improving TBL at their institutions.