Evidence-based Practice in Medical Education: Team-based Learning in a Blended Curriculum

Abstract

This article explores the redesign of a Physician Associate (PA) program’s didactic coursework from traditional lecture-based methods to a student-centered blended learning platform incorporating Team-Based Learning (TBL). The initiative, supported by a course innovation grant, aimed to address the limitations of passive learning by integrating active learning experiences that enhance student engagement and comprehension. The redesigned Diagnostic Methods I course leverages blended learning to combine online materials with face-to-face interactions, fostering critical thinking and practical application of knowledge. TBL, a structured approach to collaborative learning, facilitates deeper understanding through readiness assurance tests and team-based problem-solving. Early findings indicate improved student outcomes and positive perceptions of the blended TBL approach, suggesting its potential as a valuable educational strategy in PA programs. The article provides practical insights and lessons learned for educators seeking to implement TBL and blended learning in similar educational settings.