Department of Physiology and Pharmacology, College of Osteopathic Medicine, Sam Houston State University, Texas, USA.
College of Osteopathic Medicine, Sam Houston State University, Texas, USA.
BMC Med Educ. 2024 Oct 7;24(1):1098. doi: 10.1186/s12909-024-06025-6.
Team-Based Learning (TBL) is a highly structured active learning methodology shown to have positive learning outcomes in undergraduate medical education (UME). While many medical schools have increasingly adopted TBL, there is considerable variation reported in the literature in the implementation of the standard sequence and key components of TBL. The extent to which this variation affects the benefits of TBL is not well understood. This study aims to assess the impact of implementing the standardized framework of the TBL process on student perception of the benefits of TBL.
Faculty at our institute were surveyed to determine the frequency of implementation of TBL standards, as described in the literature. Second-year osteopathic medical students (OMS II) were surveyed for their perception of the experience of TBL at the beginning of the academic year. Curricular interventions targeting the enforcement of the standard steps and key components of TBL were implemented in a particular 6-week system course. The students were re-surveyed at the end of the course. Descriptive and thematic analyses were performed on quantitative and qualitative data.
Twenty four of 31 (77.4%) faculty participated in the faculty survey, 53 of 105 OMS II students (50.4%) participated in the pre-intervention survey, and 72 of 104 OMS II students (69.2%) participated in the post-intervention survey. Faculty survey results indicated inconsistent implementation of key steps and components of the TBL process. Comparisons of student pre- and post-survey means of the perceived value of various aspects of TBL showed significant improvement in multiple aspects of the TBL process, including readiness assurance tests, immediate feedback, and application activities. Both before and after the intervention, students highly rated the value of teamwork and opportunities for practical application of concepts within TBL.
While medical students value teamwork in UME and professional development, their perception of TBL can be less than positive if not conducted deliberatively. Assessment of the implementation of the standard TBL steps and components and development of corresponding targeted interventions may improve the TBL experience of medical students. Our process could be generalized to help educators interested in improving TBL in their home institutes.
团队学习（TBL）是一种高度结构化的主动学习方法，已被证明对本科医学教育（UME）有积极的学习效果。虽然许多医学院校越来越多地采用 TBL，但文献中报告的 TBL 标准序列和关键组成部分的实施存在很大差异。这种差异在多大程度上影响 TBL 的益处尚不清楚。本研究旨在评估实施 TBL 过程的标准化框架对学生对 TBL 益处的看法的影响。
我们对本机构的教师进行了调查，以确定文献中描述的 TBL 标准的实施频率。在学年开始时，对二年级骨医学生（OMS II）进行了关于 TBL 体验的调查。在一个特定的 6 周系统课程中，针对强化 TBL 的标准步骤和关键组成部分的课程干预措施。在课程结束时对学生进行了重新调查。对定量和定性数据进行了描述性和主题分析。
31 名教师中有 24 名（77.4%）参加了教师调查，105 名 OMS II 学生中有 53 名（50.4%）参加了干预前调查，104 名 OMS II 学生中有 72 名（69.2%）参加了干预后调查。教师调查结果表明 TBL 过程的关键步骤和组成部分的实施不一致。学生在 TBL 各个方面的感知价值的预调查和后调查均值比较表明，TBL 过程的多个方面都有显著改善，包括准备保证测试、即时反馈和应用活动。在干预前后，学生都高度评价了团队合作的价值以及在 TBL 中实际应用概念的机会。
虽然医学生重视 UME 中的团队合作和专业发展，但如果不慎重进行，他们对 TBL 的看法可能不太积极。评估标准 TBL 步骤和组成部分的实施情况并制定相应的针对性干预措施可能会改善医学生的 TBL 体验。我们的流程可以推广到帮助有兴趣在自己的机构中改进 TBL 的教育工作者。
