Using team-based learning (TBL) to teach immunology to biomedical science graduate students (41.2)

Abstract

Abstract Purpose: The focus of team-based learning (TBL) on problem-solving and integration of information has tremendous potential but has not been explored for improving biomedical science graduate education. We assessed the TBL experience of PhD students in a graduate level immunology course. Methods: TBL sessions replaced 9 of 42 lectures in “Principles of Immunology”, a 3-credit graduate level course. Course evaluation results and student performance were compared before and after TBL implementation. Results: After TBL implementation, students gave higher ratings for the course overall, general format (teaching methods used), fairness of test grading, appropriateness of test content, and overall rating of lectures. Most students preferred TBL over other small group teaching methods, spent an hour or more preparing for class, and agreed that they were better prepared and their classmates seemed better prepared for class, and that TBL helped them prepare for exams. Most agreed that TBL resulted in more interaction and that they could learn better in TBL compared to other small group settings. Students showed modest gains in performance on exams. Conclusion: Based on student feedback, TBL appears to improve course evaluations and to promote active learning in graduate-level courses. Implementation of TBL in graduate education may improve application and problem-solving skills, generate enthusiasm in the classroom, and promote collaboration and teamwork among graduate students.