Department of Cell Biology and Molecular Medicine, New Jersey Medical School, Newark, NJ 07103, USA.
Anat Sci Educ. 2011 Nov-Dec;4(6):333-9. doi: 10.1002/ase.257. Epub 2011 Oct 13.
Team-based learning (TBL) strategy is being adopted in medical education to implement interactive small group learning. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL that required preparation of assigned content specific discussion topics (in the text referred as "discussion topics"), an individual self-assessment quiz (IRAT), analysis of the discussion topics, and then the team retaking the same quiz (GRAT) for discussion and deeper learning. Embryology and clinical correlations were given as lectures. Unit examinations consisted of graded IRAT and GRAT. The National Board of Medical Examiners (NBME) Subject Examination was the comprehensive final examination. To evaluate the effect of TBL on student performance we compared the departmental and NBME subject examination scores between the traditional and TBL curricula. We collected five years of data on student performance in TBL-based anatomy and lecture-based preclinical courses. Our results show that departmental and NBME subject examination scores for TBL-based anatomy were higher than those for lecture-based anatomy. We subsequently compared average NBME scores for anatomy with those in other preclinical courses that were lecture-based. Average NBME anatomy scores were significantly higher than those for all the lecture-based preclinical courses. Since the introduction of TBL in anatomy, student performance has progressively improved in the NBME subject examination. Students perceived TBL as a motivator to be a responsible team member and to contribute to collective learning by the team. Further, it reinforced self-directed learning and fostered an appreciation for peer respect. Interestingly, these perceptions were uniform irrespective of student course performance.
基于团队的学习（TBL）策略正在医学教育中采用，以实施互动式小组学习。我们对经典的 TBL 进行了修改，以满足我们的课程需求和方法。解剖学讲座被 TBL 取代，TBL 需要准备指定内容的特定讨论主题（在本文中称为“讨论主题”）、个人自我评估测验（IRAT）、分析讨论主题，然后团队重新参加相同的测验（GRAT）进行讨论和深入学习。胚胎学和临床相关性作为讲座提供。单元考试包括分级的 IRAT 和 GRAT。美国医师执照考试委员会（NBME）学科考试是综合期末考试。为了评估 TBL 对学生表现的影响，我们比较了传统课程和 TBL 课程的部门和 NBME 学科考试成绩。我们收集了五年基于 TBL 的解剖学和基于讲座的临床前课程学生表现的数据。我们的结果表明，基于 TBL 的解剖学的部门和 NBME 学科考试成绩高于基于讲座的解剖学。随后，我们将平均 NBME 解剖学成绩与其他基于讲座的临床前课程进行了比较。平均 NBME 解剖学成绩明显高于所有基于讲座的临床前课程。自 TBL 引入解剖学以来，学生在 NBME 学科考试中的表现逐渐提高。学生认为 TBL 是成为负责任的团队成员的动力，并通过团队为集体学习做出贡献。此外，它加强了自主学习，并培养了对同伴尊重的欣赏。有趣的是，这些看法在学生的课程表现方面是一致的。
