Division of General Internal Medicine, UMDNJ-Robert Wood Johnson Medical School, New Brunswick, New Jersey 08903, USA.
Teach Learn Med. 2011 Jan;23(1):28-30. doi: 10.1080/10401334.2011.536756.
Team-based learning is a large-group instructional modality intended to provide active learning with modest faculty resources.
The goal is to determine if team-based learning could be substituted for small-group learning in case sessions without compromising test performance or satisfaction.
One hundred and sixty-seven students were assigned to team-based or small-group learning for 6 case discussion sessions. Examination scores and student satisfaction were compared.
Instruction modality had no meaningful effect on examination score, 81.7% team based versus 79.7% small-group, p=.56 after multivariate adjustment. Student satisfaction was lower with team-based learning, 2.45 versus 3.74 on a 5-point scale, p<.001. Survey responses suggested that the very small size (8-10 students) of our small groups influenced the preference for small-group learning.
Team-based learning does not adversely affect examination performance. However, student satisfaction may be inferior, especially if compared to instruction in very small groups of 10 or fewer students.
团队学习是一种大群体教学模式，旨在提供适度的教师资源的主动学习。
目标是确定团队学习是否可以替代案例讨论课程中的小组学习，而不会影响考试成绩或满意度。
167 名学生被分配到团队学习或小组学习进行 6 次案例讨论。比较考试成绩和学生满意度。
教学模式对考试成绩没有明显影响，团队学习为 81.7%，小组学习为 79.7%，p=.56 经多变量调整后。学生对团队学习的满意度较低，为 2.45 对 5 分制的 3.74，p<.001。调查结果表明，我们小组学习的规模非常小（8-10 名学生）影响了对小组学习的偏好。
团队学习不会对考试成绩产生不利影响。然而，学生的满意度可能较低，尤其是与 10 名或更少学生的非常小组教学相比。
