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Team-Based Learning in Physician Assistant/Associate Education: A Mixed Scoping Review.

Kirby Cranford1,2,3,4, Annette Rauch1,2,3,4, Rozalynd McConnaughy1,2,3,4

  • 1Kirby Cranford, DMSc, PA-C, is an admissions director and clinical assistant professor, Physician Assistant Program, University of South Carolina School of Medicine, Columbia, South Carolina. She is also a hospitalist physician assistant at Prisma Health, Columbia, South Carolina.

The Journal of Physician Assistant Education : the Official Journal of the Physician Assistant Education Association
|January 21, 2025
PubMed
Summary
This summary is machine-generated.

Team-based learning (TBL) shows promise in physician assistant (PA) education, potentially improving grades and confidence. However, more research is needed to confirm its effectiveness due to limited current data.

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Area of Science:

  • Medical Education
  • Active Learning Strategies
  • Physician Assistant Programs

Background:

  • Team-based learning (TBL) is an active learning method introduced in medical education in the early 2000s.
  • The effectiveness of TBL in physician assistant (PA) education remains largely undemonstrated.
  • This study aimed to review existing literature on TBL in PA education and highlight areas for future research.

Purpose of the Study:

  • To conduct a scoping review of existing literature on Team-based Learning (TBL) in Physician Assistant (PA) education.
  • To identify and synthesize current findings regarding TBL's impact on PA students.
  • To underscore the necessity for further investigation into TBL's efficacy in PA programs.

Main Methods:

  • A mixed scoping review methodology was employed.
  • Searches were conducted across CINAHL Complete, Embase, ERIC, and PubMed databases.
  • Six studies, including four original articles and two conference abstracts, were included after screening 49 identified articles.

Main Results:

  • Available data suggest TBL is generally beneficial in PA education contexts.
  • Studies reported positive outcomes in TBL course results, examination grades, and student confidence.
  • Interpretation of results requires caution due to the limited number of studies and varied outcome measures.

Conclusions:

  • Team-based learning (TBL) demonstrates potential benefits for Physician Assistant (PA) education.
  • Further research is essential to validate TBL's effectiveness across various PA programs.
  • If proven effective, TBL could enhance examination performance, course grades, knowledge retention, and student confidence.