Adapting Team-Based Learning for Medical Education: A Case Study with Scalable and Resource-Efficient Implementation.

Area of Science:

• Medical Education
• Active Learning Strategies
• Collaborative Learning

Background:

• Team-based learning (TBL) is a structured collaborative approach gaining traction in educational institutions.
• Implementing TBL can enhance student learning and examination outcomes.
• Texas Tech University Health Sciences Center School of Medicine initiated TBL as a primary active learning method.

Purpose of the Study:

• To implement and evaluate the effectiveness of Team-based Learning (TBL) in a medical school curriculum.
• To present TBL as a versatile and adaptable method for improving student learning and examination outcomes.
• To provide a roadmap for implementing TBL in health professions education.

Main Methods:

• A modified, abbreviated TBL format was used, including pre-class preparation, individual readiness assurance tests (iRAT), and team readiness assurance tests (tRAT) with immediate feedback.
• A two-phased approach (Pilot and Implementation) was employed within the pre-clerkship curriculum for 180 students.
• Student participation was voluntary in the Pilot Phase and mandatory for attendance in the Implementation Phase.

Main Results:

• Increased participation in TBL correlated with higher iRAT scores.
• TBL participation narrowed the performance gap between high and low-achieving students.
• Each TBL session attended was associated with an average 2.4% increase in National Board of Medical Examiners (NBME) examination performance.

Conclusions:

• The study successfully implemented an abbreviated TBL format, offering a clear strategy for other institutions.
• TBL participation demonstrated a positive impact on final summative examination scores.
• Effective learning strategies observed during tRAT include elaboration, dual coding, specific examples, interleaving, and retrieval practices.