Implementing a modified team-based learning strategy in the first phase of an outcome-based curriculum – Challenges and prospects

Abstract

Background: Team-based learning (TBL) is an innovative form of collaborative learning. The aim of TBL is to create a motivational context in which students become accountable for their learning. Aim: Student attendance at didactic lecture sessions in our school is usually poor. A modified TBL approach in lieu of lectures was undertaken for the first time in a large class (150 students). This communication reports on the challenges of its implementation in our setting and preliminary data on its effects on student performance. Method: Using computer-based evaluation followed by an in-class activity, a modified TBL approach was implemented over two semesters during an introductory basic science course. Data on student performance, student motivation and faculty reflection were collected and analysed. Results: This strategy had significantly enhanced students' class attendance. They performed better on the built-in TBL assessment (IRAT) compared to standard in-course tests. Besides content mastery, TBL approach could also instill useful attitudinal outcomes such as self-directed learning. Conclusions: The TBL strategy is a viable and refreshing alternative to the usual didactic faculty engagement with the teaching process. Students appear to do better in tests built-in within TBL as compared to stand-alone in-course tests.

Modified team‐based learning strategy to improve human anatomy learning: A pilot study at the Universidad del Norte in Barranquilla, Colombia

“…In our study, the students reported positive attitudes toward the use of TBL sessions and the evaluation data showed a significant improvement between the first and second sessions. This supports previous observation that individual and student group performances were improved through the process of TBL (Parmelee et al, 2009;Vasan et al, 2009;Inuwa, 2012;Inuwa et al, 2012;Masters, 2012). Furthermore, our results confirmed that there was a more active in-class work compared with traditional lectures (Haidet et al, 2004).…”

Team-based learning as a teaching strategy for first-year medical students

“…Additionally, as team-based learning targets higher aspects of learning, TBL sessions may reflect a better impact on student performance if the evaluation process predominantly involves questions that test analysis and application of information rather than simple fact and recall. 16 The format of TBL has been suitably modified in studies such as those done by Inuwa et al 5 and Vasan et al 9 In our study we decided against peer evaluation, which is done mainly to increase student accountability. Studies have shown resistance to peer evaluation with few viewing it as a professionally developmental experience.…”

“…Studies have shown that when students are truly prepared for the class activity, interacting with them ensures a more stimulating discussion at a higher level of learning, rather than them remaining passive, inattentive listeners. 5 The class begins with an individual readiness assurance test (IRAT), a short test on the prepared course content, which the students take individually. The IRAT tests their individual preparedness on the topic.…”

The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions

“…A meaningful peer evaluation process is an additional cornerstone of this learner-centered educational strategy (11). Some other modified models using only a part of these phases also exist (10,29).…”