Abstract
Purpose: Team-based learning (TBL) acted as a pedagogic method for medical curriculum worldwide. However, students' longitudinal learning experiences were still uncertain. This study aimed to explore the two-year learning experiences of TBL course in organ-based preclinical medical curriculum. Methods: Participants included two-track medical students, high school entry undergraduate (UM) and post-baccalaureate (PBM) levels, totally 300 students in 2015 and 350 students in 2016. Questionnaire on Learning Experiences in TBL (QLETBL) instrument was constructed for surveys. Repeated-measures one-way analysis of variance and t-test were used for statistical analysis. Results: Four significant factors were identified by exploratory factor analysis, including interactive collaboration (IC), self-directed learning (SDL), learning enhancement by instructional design (LEID), and integrative learning experience (ILE). Mean values (± SE) of LEID (3.53 ± .77 vs 3.32 ± .75) and ILE (3.58 ± .81 vs 3.37 ± .82) were significantly higher in 2016 than in 2015. IC was significantly highest among four factors in both groups and years, while SDL was the lowest factor in 2016. SDL was significantly higher in PBM than UM group in 2016. Conclusions: This study proved QLETBL as a valid research instrument to evaluate medical students' longitudinal learning experiences on TBL. Positive effects on IC, LEID, and ILE might be attributed to quality assurance of course materials and instructors' training programs. Higher SDL in PBM than UM students might be explained by their differences in previous learning experiences. It requires further investigations to clarify the complexity of learning experiences and pedagogies of TBL course.
Published Version
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