The effect of online and in-person team-based learning (TBL) on undergraduate endocrinology teaching during COVID-19 pandemic

Shafeena Anas,Emmanouil Karteris,Mariann Rand-Weaver,Ioannis Kyrou

doi:10.1186/s12909-022-03173-5

Abstract

BackgroundTeam-based learning (TBL) combines active and collaborative learning, while incorporating aspects of the flipped classroom approach and problem-based learning. The COVID-19 pandemic presented certain challenges in the delivery of TBL in class. In this study, we investigated the impact of TBL on the academic performance of final year Biomedical Sciences’ undergraduate students in the context of an “Endocrine Disorders” study block. We did so by comparing the classical in-person approach and online delivery due to the COVID-19 pandemic.MethodsA non-compulsory TBL session was introduced to the curriculum of this block, which followed the traditional 2-h lecture delivery. Comparative analysis was performed for the exam and coursework performance of students who attended the TBL sessions (online and in-person) and those that did not.ResultsBoth cohorts of students who attended either in-person (n = 66) or online TBL sessions (n = 109) performed significantly better in their exams (p < 0.05) and a related coursework (p < 0.001 and p < 0.05, respectively) when compared to those that did not attend. For both these cohorts the exam mark distribution was much narrower compared to those that did not attend the TBL sessions where the majority of fails and “no shows” were recorded.ConclusionsOnline and in-person TBL, can successfully supplement traditional lecture-based teaching and enhance the learning/performance, for complex medical subjects/topics. Our findings demonstrate that it is possible to deliver these sessions online with demonstrable benefit for students suggesting that there is greater flexibility in the use of TBL in higher education.

Highlights

In biomedical/life sciences, senior undergraduate students are expected to gain an in depth understanding of clinically relevant complex subjects/topics, such as endocrine disorders
A large-scale meta-analysis of data from 225 studies demonstrated that active learning in undergraduate science, technology, engineering and maths (STEM) programmes improves examination performance, whilst is linked to lower failure rates [5, 6]
The students who attended Team-based learning (TBL) sessions had an overall performance of 63% and no fails for the final year examination, whereas students who opted not to attend the TBL sessions scored 50.4% (Fig. 3a)

Summary

Introduction

In biomedical/life sciences, senior undergraduate students are expected to gain an in depth understanding of clinically relevant complex subjects/topics, such as endocrine disorders (e.g. study the complex actions of hormones in health and disease). Anas et al BMC Medical Education (2022) 22:120 biosciences courses (e.g. biology, biochemistry, molecular biology, physiology, and neuroscience) Such clinicallyoriented study blocks can be challenging, since students need to obtain comprehensive knowledge of the topic (e.g. knowledge of relevant terminology, clinical/ analytical biochemistry, physiology and anatomy, and cell biology), and develop robust understanding of the subject in its wider clinical context. Emerging studies argue for adoption of different pedagogical approaches in Higher Education (HE), including flipped classroom learning, team-based learning (TBL), lab gamification, and online teaching material with asynchronous delivery [1, 2]. Active learning focuses on the process of engaging students in activities that force them to reflect upon knowledge/ideas and how these should be applied [4], and may include a wide repertoire of approaches, ranging from group work with Q&A sessions to flipped classrooms, problem-based learning, and TBL [5]. We did so by comparing the classical in-person approach and online delivery due to the COVID-19 pandemic

Results

Discussion

Conclusion