Behling Kathryn C, Kim Rose, Gentile Matthew, Lopez Osvaldo
Department of Biomedical Sciences, Cooper Medical School of Rowan University, Camden, NJ, USA.
Department of Medicine, Division of Infectious Diseases, Cooper University Hospital, Camden, NJ, USA.
Int J Med Educ. 2017 Feb 8;8:39-44. doi: 10.5116/ijme.5895.0eea.
To examine whether introduction of Team-based Learning (TBL) improves student learning resulting in improved performance on final examination questions and decreased failures in an infectious diseases course.
To improve mastery of course content, we designed an intervention, which provided weekly TBL exercises in study years 2 and 3 to review concepts presented during didactic lectures and laboratory exercises. The remaining course structure and content was essentially unchanged. All students taking the course (n=50 in year 1, n=64 in year 2, and n=72 in year 3) participated in this study. Student final examination performance and performance on individual final examination questions were collected and analyzed for changes in response to the study intervention.
Addition of weekly TBL exercises improved student performance on the course final examination as demonstrated by a statistically significant increase in the distribution of correct answer percentages for questions in common between the final examinations in years 1 and 2 and between years 1 and 3 (t = 3.1454, p<0.05 and t = 4.1268, p<0.01, respectively; Student-Newman-Keuls). There was no statistical difference (t = 0.9814, p> 0.05; Student-Newman-Keuls) in the distribution of correct answer percentages between years two and three. There was also a decrease in final examination failures in years two and three.
The results suggest that TBL could be used to improve mastery and retention of course content in a preclinical infectious diseases course. Weekly exercises allow students to identify and ameliorate weaknesses in understanding and make adjustments early in the course.
探讨引入基于团队的学习（TBL）是否能提高学生的学习效果，从而提高传染病课程期末考试成绩并减少不及格率。
为提高对课程内容的掌握程度，我们设计了一项干预措施，在学习的第二年和第三年每周提供TBL练习，以复习理论讲座和实验练习中呈现的概念。其余课程结构和内容基本保持不变。所有修读该课程的学生（第一年50人，第二年64人，第三年72人）均参与了本研究。收集并分析学生期末考试成绩以及单个期末考试问题的作答情况，以了解对研究干预措施的反应变化。
每周增加TBL练习提高了学生在课程期末考试中的成绩，这表现为第一年与第二年以及第一年与第三年期末考试中共同问题的正确答案百分比分布有统计学意义的增加（t分别为3.1454，p<0.05和t为4.1268，p<0.01；Student-Newman-Keuls检验）。第二年和第三年之间正确答案百分比分布无统计学差异（t = 0.9814，p>0.05；Student-Newman-Keuls检验）。第二年和第三年期末考试不及格率也有所下降。
结果表明，TBL可用于提高临床前传染病课程中对课程内容的掌握和记忆。每周的练习使学生能够发现并改善理解上的薄弱环节，并在课程早期进行调整。
