All authors are with Albany Medical College.
is Associate Program Director, Internal Medicine Residency, and Associate Professor of Medicine.
J Grad Med Educ. 2021 Oct;13(5):691-698. doi: 10.4300/JGME-D-20-01164.1. Epub 2021 Oct 15.
Team-based learning (TBL) is an alternative to traditional lectures in graduate medical education, but evidence is scarce regarding its impact on knowledge acquisition and standardized testing performance.
We examined the association between resident performance on the Internal Medicine In-Training Examination (IM-ITE) and these 2 educational methods.
In 2013, the internal medicine residency program at Albany Medical College transitioned from a lecture-based curriculum to TBL. Residents enrolled in academic years 2011-2012 and 2012-2013 comprised the lecture cohort, and those enrolled in 2015-2016 and 2016-2017 the TBL cohort. Covariates included the type of medical school attended, gender, and United States Medical Licensing Examination Step 2 Clinical Knowledge scores. We performed univariate analysis and multivariable regression to determine the association between covariates and ITE scores.
Of 120 residents, 60 were in the lecture cohort and 60 in the TBL cohort. The IM-ITE percent correct scores were higher with TBL than lecture (PGY-1 61.0% vs 55.0%, < .001; PGY-2 69.0% vs 59.7%, < .001; PGY-3 73.2% vs 61.7%, < .001). In a multivariable regression analysis of 3 PGYs combined, the transition from lecture to TBL resulted in an increase in IM-ITE Z-score of 0.415 ( < .001), equivalent to 0.415 SD, when including the effects of all covariates.
Compared to a lecture-based curriculum, TBL was associated with improved resident medical knowledge acquisition as evidenced by higher IM-ITE scores.
团队学习（TBL）是研究生医学教育中替代传统讲座的一种方法，但关于其对知识获取和标准化测试表现的影响的证据很少。
我们研究了住院医师在内科住院医师培训考试（IM-ITE）中的表现与这两种教育方法之间的关系。
2013 年，奥尔巴尼医学院的内科住院医师项目从基于讲座的课程过渡到 TBL。2011-2012 学年和 2012-2013 学年入读的住院医师组成讲座队列，而 2015-2016 学年和 2016-2017 学年入读的住院医师组成 TBL 队列。协变量包括就读的医学院类型、性别和美国医师执照考试第 2 步临床知识分数。我们进行了单变量分析和多变量回归，以确定协变量与 ITE 分数之间的关系。
在 120 名住院医师中，60 名在讲座队列中，60 名在 TBL 队列中。TBL 的 IM-ITE 百分比正确得分高于讲座（PGY-1 61.0%比 55.0%，<0.001；PGY-2 69.0%比 59.7%，<0.001；PGY-3 73.2%比 61.7%，<0.001）。在对 3 个 PGY 综合进行的多变量回归分析中，从讲座过渡到 TBL 导致 IM-ITE Z 分数增加 0.415（<0.001），当包括所有协变量的影响时，相当于 0.415 个标准差。
与基于讲座的课程相比，TBL 与住院医师医疗知识获取的提高相关，这表现为 IM-ITE 分数较高。
