Assessment of the effectiveness of team-based learning activities on learning outcomes in the undergraduate immunology classroom

Abstract

Abstract Immunology is inherently interdisciplinary. Understanding how the immune system functions requires knowledge from several scientific disciplines including molecular biology, cellular biology, genetics, and biochemistry. Furthermore, immunology is conceptually complex, requiring the identification of a plethora of immune components and mastery of a large volume of new vocabulary. These attributes can pose challenges to student learning in the undergraduate immunology classroom. Team-based learning (TBL) is a pedagogical method used to increase student engagement in learning, improve student collaboration, and develop communication skills. In a variety of educational settings, TBL activities have been shown to foster a deeper understanding of complex topics, increase student confidence in course content, and improve learning outcomes. In this study, we examined differences in the impact of traditional lecture versus TBL activities on student learning outcomes for four different topics presented in an undergraduate adaptive immunity course. We matched content, across two student cohorts, delivered via team-based learning methodology (T cell development and antibody-mediated function) and traditional lecture (B cell development and T cell effector functions). Student learning was assessed using content questions across a range of Bloom’s taxonomy levels, which demonstrated that the TBL activities increased learning. Additionally, students indicated that the TBL activities assisted with preparation for exams and provided a necessary opportunity to address misconceptions. Taken together, TBL intervention increased student performance on basic content, and students found this learning tool to be valuable. departmental support only