Team-Based Learning in a Pipeline Course in Medical Microbiology for Under-Represented Student Populations in Medicine Improves Learning of Microbiology Concepts

Abstract

As part of an undergraduate pipeline program at our institution for students from underrepresented minorities in medicine backgrounds, we created an intensive four-week medical microbiology course. Team-based learning (TBL) was implemented in this course to enhance student learning of course content. Three different student cohorts participated in the study, and there were no significant differences in their prior academic achievement based on their undergraduate grade point average (GPA) and pre-course examination scores. Teaching techniques included engaged lectures using an audience response system, TBL, and guided self-directed learning. We hypothesized that more active learning exercises, irrespective of the amount of lecture time, would help students master course content. In year 2 as compared with year 1, TBL exercises were decreased from six to three with a concomitant increase in lecture time, while in year 3, TBL exercises were increased from three to six while maintaining the same amount of lecture time as in year 2. As we hypothesized, there was significant (p < 0.01) improvement in performance on the post-course examination in years 1 and 3 compared with year 2, when only three TBL exercises were used. In contrast to the students’ perceptions that more lecture time enhances learning of course content, our findings suggest that active learning strategies, such as TBL, are more effective than engaged lectures in improving student understanding of course content, as measured by post-course examination performance. Introduction of TBL in pipeline program courses may help achieve better student learning outcomes.

Implementation of team-based learning (TBL) in a second year medical school course: does prior experience with TBL improve the impact of this pedagogy?

“…Given our success with TBL in these first-year courses as well as pre-medical pipeline courses also conducted at our school [ 11 – 13 ], we decided to implement TBL in the second-year Women’s Health (WH) course to improve acquisition of course content related to sexually transmitted infections (STI). We hypothesized that prior student experience with TBL in the first-year of medical school would lead to a strong correlation between TBL performance in the first and second years.…”

First year medical student performance on weekly team-based learning exercises in an infectious diseases course: insights from top performers and struggling students

“…Educational strategies that promote active learning, such as Problem-Based Learning ( PBL), Case-Based Learning (CBL), and Team-Based Learning (TBL), are essential to affording students the necessary tools for lifelong learning. Several studies have provided strong evidence that TBL exercises improve educational outcomes for students in multiple disciplines [1–3] and settings [4, 5]. We and others have also reported the beneficial effects of TBL in medical education [1, 6–9], where it improves the learning experience [10] and helps students to better understand complex subjects [1].…”

Antiracist Opportunities in the Journal of Microbiology and Biology Education : Considerations for Diversity, Equity, and Inclusion

“…It is possible to prioritize DEI while acknowledging that capitalism, while a major driver of inequity, is the current system of survival in the United States through employment and the production of goods and services. For example, Behling et al ( 54 ) call for an increase in diverse physicians by highlighting the need to support medically underserved communities, which often include diverse racial and ethnic groups in urban settings. Because physicians of color are more likely to practice in medically underserved communities, Behling et al ( 54 ) specifically call for more physicians of color.…”

“…For example, Behling et al ( 54 ) call for an increase in diverse physicians by highlighting the need to support medically underserved communities, which often include diverse racial and ethnic groups in urban settings. Because physicians of color are more likely to practice in medically underserved communities, Behling et al ( 54 ) specifically call for more physicians of color. This workforce demand argument aligns more with liberating ideals because it encourages strengthening our diverse workforce for equitable community well-being and bridges personal and academic lives.…”