Ellis Stanley K, Quick Charles M, Graham James
University of Arkansas for Medical Sciences, 4301 West Markham Street, Little Rock, AR 72205 USA.
Med Sci Educ. 2019 May 2;29(4):1089-1094. doi: 10.1007/s40670-019-00735-z. eCollection 2019 Dec.
Team-Based Learning (TBL) has focused largely on teaching faculty to develop lessons and help learners apply content. TBL literature has overlooked providing guidance or training in quality assurance. In this study, we describe a single institution's experience with successfully shifting to the TBL model from a traditionally didactic curriculum. A faculty peer review program (FPRP) was instituted to assure that faculty developed quality TBLs and facilitated them according to their training. The transition from didactics to TBL was facilitated by (1) TBL faculty training, (2) development of a peer review committee, and (3) implementation of the FPRP. Following the implementation of the FPRP, students combined mean scores on major shelf exams in Biochemistry increased from 76.9 to 84.1%; Cell Biology, from 77.5 to 82.5%. Their National Board of Medical Examiners Biochemistry shelf exam mean scores increased from 52.4 to 60.8%; overall percentile ranking increased from the 59th to the 85th percentile. The FPRP proved to be integral to TBL faculty development and curricular change efforts. In a survey issued only to faculty who used the TBL model, they expressed appreciation for the FPRP and identified it as a contributing factor in the successful transition to the new TBL curriculum.
基于团队的学习（TBL）主要侧重于教导教师设计课程并帮助学习者应用所学内容。TBL相关文献忽视了在质量保证方面提供指导或培训。在本研究中，我们描述了一所机构成功从传统的讲授式课程转变为TBL模式的经验。设立了教师同行评审计划（FPRP），以确保教师设计出高质量的TBL课程，并根据培训要求推进这些课程。从讲授式教学向TBL的转变得益于以下几点：（1）TBL教师培训；（2）同行评审委员会的组建；（3）FPRP的实施。FPRP实施后，学生在生物化学主要结业考试中的综合平均成绩从76.9%提高到了84.1%；细胞生物学成绩从77.5%提高到了82.5%。他们在美国国立医学考试委员会生物化学结业考试中的平均成绩从52.4%提高到了60.8%；总体百分位排名从第59百分位提高到了第85百分位。事实证明，FPRP对于TBL教师发展和课程变革努力不可或缺。在仅针对采用TBL模式的教师进行的一项调查中，他们对FPRP表示赞赏，并将其视为成功过渡到新的TBL课程的一个促成因素。
