Introduction of team-based learning (TBL) at Kilimanjaro Christian Medical University College: Experience with the ectoparasites module

Abstract

Background Contemporary teaching in sub-Saharan African medical schools is largely through didactic and problem-based approaches. These schools face challenges from burgeoning student numbers, severe faculty shortages, faculty without instruction in teaching methods, and severe infrastructure inadequacies. Team-based learning (TBL) is a pedagogy which may be attractive because it spares faculty time. TBL was piloted in a module on ectoparasites at the Kilimanjaro Christian Medical University College (KCMU Co). Methods TBL orientation began 6 weeks before starting the module. Students were issued background readings and individual and group readiness assessment tests, followed by module application, discussion, and evaluation. At completion, student perceptions of TBL were assessed using a 5-point Likert scale evaluating 6 domains, with a score of 5 being most favorable. Strength of consensus measures (sCns) were applied. Final examination scores were compiled for 2011 (didactic) and 2012 (TBL). Results 158 students participated in the module. The mean student scores across the 6 domains ranged from 4.2–4.5, with a high degree of consensus (range 85–90%). The final examination scores improved between 2011 and 2012 Conclusions KCMU Co student perceptions of TBL were very positive, and final exam grades improved. These observations suggest future promise for TBL applications at KCMU Co and potentially other schools.

Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

“…This result may be attributable to the structure of the TBL-style anatomy practical examination that promotes identification of learning gaps, deep learning and knowledge consolidation that in turn translates to improved anatomy learning and student performance. This is in agreement with a previous study which showed that examination results improve significantly with TBL pedagogy (Nyindo et al, 2014). It may also be that the TBL-style promotes effective andragogical approaches to learning.…”

Modernizing and Transforming Medical Education at the Kilimanjaro Christian Medical University College

“…In a survey, students who completed the Ectoparasites module were highly supportive of the team approach. 6 More importantly, their median final examination scores in 2012 were dramatically improved following the use of team-based learning compared to students during the previous year, when the same content was taught using didactic techniques (Figure 2). 6 Team-based learning has now become an approved teaching method at KCMU College.…”

“…6 More importantly, their median final examination scores in 2012 were dramatically improved following the use of team-based learning compared to students during the previous year, when the same content was taught using didactic techniques (Figure 2). 6 Team-based learning has now become an approved teaching method at KCMU College. Currently, eight faculty members utilize the team-based approach to teach three courses in the School of Medicine, and the School of Nursing faculty has also begun to use this method.…”

TBL - Aprendizaje Basado en Equipos

“…En la actualidad, un creciente número de escuelas profesionales universitarias en América, Europa, Asia, Oceanía y África han adoptado la estrategia TBL en cursos de pregrado y postgrado (Haidet, Kubitz y McCormack, 2014;Michaelsen, Knight y Fink 2002;Michaelsen et al, 2008;Nyindo et al, 2014;Parmelee et al, 2012). Los resultados publicados hasta la fecha apoyan la noción respecto a que cuando un curso se implementa con la estrategia TBL, los resultados académicos son equivalentes o mejores que usando formatos de docencia tradicional u otros modelos basados en grupos pequeños (Koles et al, 2005(Koles et al, , 2010Levine et al, 2004;McKiernan, 2003;Michaelsen y Sweet, 2011;Nyindo et al, 2014;Shellenberger et al, 2009;Thomas y Bowen, 2011;zgheib, Simaan y Sabra, 2010).…”

“…Los resultados publicados hasta la fecha apoyan la noción respecto a que cuando un curso se implementa con la estrategia TBL, los resultados académicos son equivalentes o mejores que usando formatos de docencia tradicional u otros modelos basados en grupos pequeños (Koles et al, 2005(Koles et al, , 2010Levine et al, 2004;McKiernan, 2003;Michaelsen y Sweet, 2011;Nyindo et al, 2014;Shellenberger et al, 2009;Thomas y Bowen, 2011;zgheib, Simaan y Sabra, 2010).…”