Student perceptions and preferences of two TBL modalities in the second year medical curriculum

Abstract

Since 2002, team‐based learning (TBL) has been an increasing component of US medical curricula. While numerous studies have examined TBL efficacy in medical curricula, little research has been done comparing differences in TBL modality (implementation and design).This study examines the impact of TBL modality on 2nd year medical students’ perceived learning at Indiana University School of Medicine, Bloomington. Students participated in both medicine TBLs (traditional, standardized TBLs that used assigned groups and graded IRATs and GRATs) and pathology TBLs (nontraditional TBLs that used self‐selected groups and did not have an IRAT/GRAT). At the end of the academic year, students completed an anonymous survey comparing and contrasting the two TBL modalities. The survey contained both quantifiable Likert‐scale questions and open‐ended (qualitative) written comments. The written comments were examined for common theme, using a grounded theory approach.Results showed that students preferred the non‐traditional TBLs to the standardized TBLs. In addition students felt the non‐traditional TBL approach allowed for a greater understanding of material and operated in a more efficient manner. Our research indicates TBL design and implementation impact student perceptions of this curricular tool, which should be taken into account in future TBL design and evaluation.