Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum

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• 作者：Nancy Vogeltanz-Holm ; Linda M. Olson ; Kurt E. Borg…
• 关键词：Problem ; based learning ; Team ; based learning ; Preclinical medical education
• 刊名：Medical Science Educator
• 出版年：2014
• 出版时间：March 2014
• 年：2014
• 卷：24
• 期：1
• 页码：125-133
• 全文大小：
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• 作者单位：Nancy Vogeltanz-Holm (1) (2)
  Linda M. Olson (1)
  Kurt E. Borg (1)
  Thomas M. Hill (1)
  
  1. Office of Medical Education, University of North Dakota School of Medicine and Health Sciences, 501 N. Columbia Road, Stop 9037, Grand Forks, ND, 58201, USA
  2. Center for Health Promotion and Prevention Research, University of North Dakota School of Medicine and Health Sciences, Grand Forks, ND, 58201, USA
  
• 刊物类别：Medical Education;
• 刊物主题：Medical Education;
• 出版者：Springer US
• ISSN：2156-8650

文摘

To potentially improve second-year medical students鈥?peer engagement and learning outcomes, we modified 2 weeks of an 8-week hybrid problem-based learning (PBL) curriculum to include team-based learning (TBL) strategies and a greater emphasis on discussion during PBL activities. Evaluation of this combined PBL鈥揟BL 2-week curriculum (Study 1) included anonymous student and faculty ratings of their curricular experiences before, during, and after the new 2-week PBL鈥揟BL activities and comparison of students鈥?end of block examination scores with a control group of students who did not have the PBL鈥揟BL activities. Results were that students and faculty rated the 2 weeks in which the combined PBL鈥揟BL was introduced as more positive on several items related to engagement, productivity, and skills development compared to the PBL-only weeks. Students鈥?scores on in-common multiple choice and clinical case essay examination questions were significantly higher than control cohorts鈥?scores regardless of academic class rank. In the following academic year (2011), we incorporated PBL鈥揟BL into a full 8-week block. Anonymous student and faculty surveys at end of block were consistent with ratings in 2010. Analyses of students鈥?end of block examination scores compared to a 2009 control cohort found no overall significant differences for in-common questions; however, students in the lower third of class ranks in 2011 had significantly improved multiple choice examination scores compared to those from 2009. We conclude that incorporating TBL activities into PBL curricula that include student discussion is an effective strategy for improving second-year medical students鈥?engagement, self-perceived skill development and productivity, and performance outcomes for students with lower academic ranks. Keywords Problem-based learning Team-based learning Preclinical medical education