Group Readiness Assurance Test Research Articles

Application of Modified Team-Based Learning Approach for Enhancing Undergraduate Medical Educational Seminars.

Team-Based Learning (TBL) is an instructor-led, structured form of cooperative learning that promotes self-directed learning and teamwork while equipping students with the problem-solving and collaborative skills needed to meet the demands of their future professions. This study examines the impact of applying a modified TBL approach to enhance educational seminars in a PBL-adopted curriculum. A total of 300 students participated in the study. Students' Individual Readiness Assurance Test (IRAT) mean scores were compared with mean scores of the same students' Group Readiness Assurance Test (GRAT). Student satisfaction was determined on a scale with 6 options in response to 13 questions to compare different aspects of traditional and TBL educational seminars. Comparison between IRAT and GRAT scores showed consistently higher GRAT scores. The majority of students expressed their overall satisfaction in favor of the TBL seminar, especially regarding seminar organization, knowledge acquisition, and team work skills. Application of the TBL approach in educational seminars increased second- and third-year medical students' engagement and satisfaction and improved their test performance.

Validity of Rubrics for Team-Based Learning in Dental Hygienist Education in Japan

Purpose: This study aimed to determine the validity of rubrics for team-based learning (TBL) classes in dental hygienist education. Rubrics are learning achievement evaluation criteria that provide a learning support system with high equity, equality and objectivity. In this study, we adopted rubrics for grading students in TBL classes instead of peer evaluation, and evaluated its validity and effectiveness. Methods: Subjects were 25 second-year dental hygienist students in a medical ethics course. Eight classes were held during the semester: two classes with a traditional face-to-face teaching style, and five classes with a TBL style. In the last class, the students wrote a term paper about what they learned in the class and evaluated their learning achievement according to the criteria in a rubric table. During the TBL classes, students were graded using an individual readiness assurance test (IRAT), group readiness assurance test (GRAT), and self-evaluation of their level of contribution to group discussion and preparatory study. The term paper was also scored. Correlations of these scores and the results of the rubric evaluation were analyzed. Results: The rubric scores showed a significant positive correlation with all other scores excepts for the GRAT. Multiple regression analysis using the rubric scores as the criterion variable and the other scores as the explanatory variables showed a significant association between the rubric scores and the other scores. Conclusion: These results indicate the effectiveness of the evaluation points and criteria in the rubric table and the validity of the rubric scores for this course.

Association of group composition diversity and performance outcomes in a pre-clerkship team-based learning program

Introduction: Team-based learning (TBL) is an important curricular component of medical education. TBL sessions are evaluated based on individual readiness assurance test (IRAT) and group readiness assurance test (GRAT) scores. Previous research in non-medical professional settings has shown that group composition diversity is positively correlated with group outcomes.Methods: We conducted a retrospective analysis examining the relationship between TBL outcomes and group composition diversity in a class of first year medical students. Group composition diversity was quantified for age, gender, race, ethnicity, and socioeconomic status and correlated with TBL outcomes. A survey about perception of diversity was administered to the study cohort.Results: Racial heterogeneity was found to have a positive correlation with GRAT scores (p < 0.05). Group heterogeneity was not found to be associated with individual outcomes. Additionally, groups with higher racial and ethnic diversity reported a higher level of perceived diversity and were more likely to attribute positive group outcomes to diversity of their group.Discussion: These study findings suggest that greater racial diversity in a group is associated with higher group evaluation outcomes in the medical education TBL environment. These findings may have implications for TBL group design and medical school admissions.

Using Team-Based Learning to Teach Evidence-Based Medicine to First-Year Residents

Summary Team-based learning (TBL) is a well-established instructional strategy that provides students with the chance to apply conceptual knowledge through a series of actions, including pre-class, individual, team class activity, and immediate feedback. The purpose of the present study was to introduce a course of teaching the evidence-based medicine (EBM) to all first-year medical residents in different disciplines at Shiraz Medical School in Iran country using the TBL instructional strategy. The sample included 86 medical residents at Shiraz Medical School. This study had a quasi-experimental design and was conducted in 12 sessions of evidence-based medicine (EBM) based on team-based learning (TBL) strategy. The obtained data were analyzed using SPSS software. In all sections, the results of Individual Readiness Assurance Tests (IRATs) and Group Readiness Assurance Tests (GRATs) were added and calculated. Cronbach’s alpha test was implemented to evaluate the reliability of the questionnaires. For the descriptive analysis of data, descriptive statistics were used. ANOVA and T-test were used for analytic analysis. There was a significant difference in answering the questions between individual (3.73 ± 2.33) and group (4.71 ± 2.29) stages. Residents gained higher average grades on working in the team (P-value &lt; 0.02). Results of residents’ response about satisfaction questionnaire are shown that the best scores belong to group activities in TBL. The results of this study showed that TBL could be used as an effective method for residents’ education in different disciplines.

A Novel Grading Strategy for Team-Based Learning Exercises in a Hands-on Course in Molecular Biology for Senior Undergraduate Underrepresented Students in Medicine Resulted in Stronger Student Performance.

We developed a hands-on course in molecular biology for undergraduate underrepresented in medicine (URM) students. To incentivize student preparation for team-based learning (TBL) activities, we implemented a novel grading schema that requires a minimum individual readiness assurance test (iRAT) score to share the team group readiness assurance test (gRAT) score. Fifty-one students participated in this 2-year study and were divided in teams of five or six students that worked throughout the course on a unique, hands-on project and also participated in TBL exercises. In the laboratory sessions, students isolated RNA from cultured neuronal cells, synthesized complementary DNA (cDNA), and used gene sequencing to identify a gene relevant in human health and disease. Student participation in TBL was quantified and correlated with performance on individual iRATs and the course final examination. We found that implementation of the novel incentive structure lowered the variance of TBL scores (iRAT and gRAT) and strengthened the correlation between final examination scores and either iRAT scores or percentage participation in TBL. Subgroup analysis showed that with the new grading schema, stronger students benefited more from the gRAT exercises, while more poorly performing students were better helped by individual preparation prior to the iRAT exercise. A combination of two active learning strategies, TBL and hands-on sessions, may strengthen student acquisition of course content and promote teamwork skills. The new incentive structure seems to reduce the disparity in knowledge amongst our students as demonstrated by the reduced iRAT and gRAT score variances. © 2018 International Union of Biochemistry and Molecular Biology, 47(2): 115-123, 2019.

The application of team-based learning in gastroenterological clinical teaching

Objective To compare the learning outcomes of team-based learning (TBL) and traditional in gastroenterological clinical teaching. Methods Sixty students on eight-year program of clinical medicine were randomly divided into group and tradition group. The two groups adopted and traditional respectively in gastroenterological clinical teaching. The scores for Individual Readiness Assurance Test-baseline (IRAT-baseline), Group Readiness Assurance Test (GRAT) and Individual Terminal Test (ITT) in group were compared. The scores for IRAT-baseline, ITT and clinical practice in group were contrasted with those in tradition group. Besides, students in group were investigated by questionnaire after the experiment. Results Compared with tradition group, group spent more time on before clinical teaching [(85.70±11.43) vs. (35.00±9.47), P=0.000]. In addition, the form of was more diversified in group than that in tradition group. Students in group achieved higher scores in IRAT-baseline [(17.78±5.07) vs. (12.57±4.26), P=0.000], ITT [(23.66±5.36) vs. (18.52±4.54), P=0.000] and clinical practice test [(16.53±5.10) vs. (12.24±4.59), P=0.001] when contrasted to tradition group. group gained higher scores in GRAT than those in IRAT-baseline [(27.82±3.12) vs. (17.78±5.07), P=0.000]. After the teaching intervention, the scores for ITT were higher than those for IRAT-baseline in both group and tradition group [(23.66±5.36) vs. (17.78±5.07), P=0.000; (18.52±4.54) vs. (12.57±4.26), P=0.000]. However, there was no statistical difference in the growth of scores from IRAT-baseline to ITT between group and tradition group [(5.69±2.76) vs. (5.36±2.00), P=0.754]. The result of the questionnaire showed that a majority of students in group (>70%) approved of I was actively involved in TBL is helpful for self-study I've benefited from teacher's explanation in I have benefited from group discussion in and TBL is more attractive than the traditional pedagogy. Nevertheless, more than half of students in group also indicatedKnowledge learned in is more fragmented than that in traditional pedagogy and TBL increased my course load. Conclusions TBL contributes to improving abilities of autonomous learning, clinical thinking, teamwork, communication and knowledge application. This teaching mode could arouse students' learning interests and enhance clinical teaching outcomes. is worth popularizing in gastroenterological clinical teaching. Key words: Gastroenterological diseases; Team-based learning; Clinical teaching

Team-Based Learning Is Effective in Teaching Appropriate Utilization of Hemostasis Laboratory Tests Using Storyline Case-Authoring Software.

Team-based learning (TBL) is an effective way to teach medical students a challenging topic: coagulation. This TBL requires students to discuss a differential diagnosis, order and analyze laboratory tests, and decide upon appropriate treatment. The coagulation TBL was utilized in a hematology/oncology system-based medical course. The TBL began with Individual and Group Readiness Assurance Tests (IRAT and GRAT, respectively) consisting of the same 10 multiple-choice questions. Next came a team application activity with the goal of evaluating a bleeding patient. Each team was given the clinical case and a whiteboard. Each team recorded a differential diagnosis and chose relevant laboratory tests from 20 hematology/coagulation assays placed in case-authoring software. Next, teams recorded the laboratory results, final diagnosis, and treatment on the whiteboards. Teams then voted for the best whiteboard. After discussing the highly voted whiteboard, instructors provided case discussion and elaboration about all 20 laboratory tests and their interpretation. The IRAT average score was 77.0% compared to the GRAT group average of 99.5% for the year 2016-2017. Instructors noted great enthusiasm and teamwork. Institutional module evaluation feedback results showed that students were pleased and felt competent analyzing laboratory tests in a bleeding patient. TBL provides a powerful way of teaching students the clinical reasoning approach to a bleeding patient and the appropriate use of laboratory test ordering and analysis. It is enjoyable and interactive and teaches students how to narrow their differential diagnosis by effective laboratory utilization.

Modified Team Based Learning: Its feasibility and effectiveness in learning Gross Anatomy

Abstract Aims and Objectives: Knowledge of human anatomy with clear understanding of its clinical applications is important for producing good quality medical graduates. With many newer student centered teaching techniques coming up modified team based learning has been analyzed in this study. Aims: To know 1] Feasibility and utility of modified team based learning [MTBL] in gross anatomy with clinical aspects. 2] Effectiveness of MTBL in understanding gross anatomy and students approach to MTBL. Material and methods: Two traditional gross anatomy lectures were replaced by two MTBL sessions. 250 first year medical students were randomly grouped into 35 teams with 7 students each. During each session, students went through the steps of MTBL - pre class preparation, individual readiness assurance test [IRAT], group readiness assurance test [GRAT] and application exercise. A five point Likert scale questionnaire was given to students to assess their opinion about MTBL activities. After 15 days, a surprise test [ST] was given to assess effectiveness of MTBL sessions. Results: A significant positive correlation was observed between individual student's performance on IRAT and ST, between individual performances from session-1 to session-2, as well as in group performances in first and second session. 57% students strongly agreed that their performance improved working as a team than individually and increased students' ability to use their critical and analytical skills. Conclusion: This study shows that MTBL is feasible and approachable to students. MTBL acts as an important tool in medical education as it has the ability to develop self-learning, higher reasoning skills and team work skills.

Applying interprofessional Team-Based Learning in patient safety: a pilot evaluation study

BackgroundInterprofessional education (IPE) interventions are not always successful in achieving learning outcomes. Team-Based Learning (TBL) would appear to be a suitable pedagogical method for IPE, as it focuses on team performance; however, little is known about interprofessional TBL as an instructional framework for patient safety. In this pilot-study, we aimed to (1) describe participants’ reactions to TBL, (2) observe their achievement with respect to interprofessional education learning objectives, and (3) document their attitudinal shifts with regard to patient safety behaviours.MethodsWe developed and implemented a three-day course for pre-qualifying, non-medical healthcare students to give instruction on non-technical skills related to ‘learning from errors’. The course consisted of three sequential modules: ‘Recognizing Errors’, ‘Analysing Errors’, and ‘Reporting Errors’. The evaluation took place within a quasi-experimental pre-test-post-test study design. Participants completed self-assessments through valid and reliable instruments such as the Mennenga’s TBL Student Assessment Instrument and the University of the West of England’s Interprofessional Questionnaire. The mean scores of the individual readiness assurance tests were compared with the scores of the group readiness assurance test in order to explore if students learned from each other during group discussions. Data was analysed using descriptive (i.e. mean, standard deviation), parametric (i.e. paired t-test), and non-parametric (i.e. Wilcoxon signed-rank test) methods.ResultsThirty-nine students from five different bachelor’s programs attended the course. The participants positively rated TBL as an instructional approach. All teams outperformed the mean score of their individual members during the readiness assurance process. We observed significant improvements in ‘communication and teamwork’ and ‘interprofessional learning’ but not in ‘interprofessional interaction’ and ‘interprofessional relationships.’ Findings on safety attitudes and behaviours were mixed.ConclusionTBL was well received by the students. Our first findings indicate that interprofessional TBL seems to be a promising pedagogical method to achieve patient safety learning objectives. It is crucial to develop relevant clinical cases that involve all professions. Further research with larger sample sizes (e.g. including medical students) and more rigorous study designs (e.g. pre-test post-test with a control group) is needed to confirm our preliminary findings.

Effectiveness of the team-based learning (TBL) strategy on medical students' performance.

ObjectivesTeam-based learning (TBL) represents a new and interesting educational strategy. It helps to enhance students' professional competencies and ideally works to prepare them in their pursuit of lifelong learning. The aim of this study is to evaluate the effectiveness of TBL as an educational strategy on medical students' performance in a problem-based learning (PBL) curriculum.MethodsA cross-sectional study was conducted through a self-designed questionnaire. It was constructed to examine several aspects of TBL, including cognition, social skills, high school educational system, and personal development. A total of 112 students were invited to participate in the study and 100 completed the survey. Individual-readiness assurance test (IRAT) and group-readiness assurance test (GRAT) scores were collected and the data were analysed and compared to the results of the final assessment using Statistical Package for the Social Sciences (SPSS).ResultsA total of 52 students (52%) described TBL as fostering a cooperative learning environment and 64 students (64%) found the materials to be easier to understand when discussed among themselves as a group. Compared to final examination results, there was a significant correlation (p = 0.0001) between IRAT performance and final exam score. In addition, there was a significant correlation between high school education system and IRAT score, where the best performance was observed among students coming from schools using the British curriculum.ConclusionsThe overall perception and attitude of students toward the TBL system was positive and promising. Nevertheless, there are some notes and areas of concern that must be re-examined and remedied to improve TBL as an educational tool.

Validity of Peer Evaluation for Team-Based Learning in a Dental School in Japan.

The aim of this study was to determine the validity of peer evaluation for team-based learning (TBL) classes in dental education in comparison with the term-end examination records and TBL class scores. Examination and TBL class records of 256 third- and fourth-year dental students in six fixed prosthodontics courses from 2013 to 2015 in one dental school in Japan were investigated. Results of the term-end examination during those courses, individual readiness assurance test (IRAT), group readiness assurance test (GRAT), group assignment projects (GAP), and peer evaluation of group members in TBL classes were collected. Significant positive correlations were found between all combinations of peer evaluation, IRAT, and term-end examination. Individual scores also showed a positive correlation with group score (total of GRAT and GAP). From the investigation of the correlations in the six courses, significant positive correlations between peer evaluation and individual score were found in four of the six courses. In this study, peer evaluation seemed to be a valid index for learning performance in TBL classes. To verify the effectiveness of peer evaluation, all students have to realize the significance of scoring the team member's performance. Clear criteria and detailed instruction for appropriate evaluation are also required.

Retention in Enhanced Team Based Learning Course: retain or refrain?

This article was migrated. The article was not marked as recommended. Background: Students' ability to retain content in medical school has always been a concern. At Duke-NUS Medical School, we modified our Team-Based Learning (TBL) classes known as TeamLEAD, a learning strategy for first year basic science content, to include an open/closed-book option in the readiness assurance phase to engage teams in deeper discussion. We hypothesize that the open-book option allows students to engage in deeper learning in their teams, which leads to an improvement in retention ability for each individual student at the end of their first year basic science curriculum. Methods: A total of 115 MCQs used throughout first year basic science courses from 2011 to 2013 were repeated during a two-week end-of-year review. We analysed the extent of students' retention by examining the influence of team's choice for open/closed-book on initial and repeated individual performance score. Results: Student's individual scores increased from 56.2% correct the first time encountering the questions to 68.7% for the second time (p&lt;0.01). For teams that chose open-book option for group readiness assurance (GRA) test, individual students' second encounter score increased by 11.8% (p&lt;0.01) compared to 10.3% (p&lt;0.01) for teams that chose closed-book option. Students' retention was higher for those questions from second half of the year compared to questions from first half (p&lt;0.01). Conclusion: Implementation of open-book component enables students to drive challenging discussion in teams. This helps individual students to consolidate, recall and retain more information over time, which results in an improved individual performance at the end-of-year review.

Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study.

BackgroundWe aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods.MethodsWe conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL.ResultsThere was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups.ConclusionOur TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting.

Thrombotic Microangiopathy Team-Based Learning Module for Second-Year Medical Students.

Thrombotic microangiopathy (TMA) syndromes are a diverse group of disorders characterized by microangiopathic hemolytic anemia (intravascular hemolysis and presence of peripheral blood schistocytes) and thrombocytopenia. Prompt diagnosis is crucial to inform management and improve patient outcome. Clinical and laboratory manifestations of these various disorders overlap, making diagnosis difficult. My colleagues and I developed a team-based learning (TBL) module for second-year medical students in their hematology course block. Students attend a 1-hour lecture on hemolytic anemia in their standard course curriculum and are given two articles to read outside of class in preparation for the TBL. Total out-of-class preparatory time is 30 minutes. The TBL runs for 1 hour, and students participate in groups of eight. Materials associated with this TBL include the lecture on hemolytic anemia, individual and group readiness assurance test questions, and application exercises. Explanations for all answers are provided for instructors. Surveys indicated students enjoyed the TBL and felt that after participation, their ability to diagnose a TMA was improved. They felt that the number of questions in the session was appropriate to time allowed and that the preparatory articles provided a sufficient level of understanding to participate in the TBL. Some commented they would have liked more time to complete the application exercises, so instructors could consider increasing the allotted time to 1.5 hours. Based on the success of this TBL, we plan to develop additional modules for the course and investigate other measures of academic success after implementation.

Diagnostic Imaging Fundamentals: Brain Vascular Pathology.

This module was created to supplement the traditional learning methods that senior medical students, first-year radiology residents, and residents in other specialties employ to learn the fundamentals of radiologic image interpretation. It is part of an ongoing project entitled Diagnostic Imaging Fundamentals (DIF), with each module covering a unique topic. This module covers brain vascular anatomy, common imaging modalities, and imaging characteristics of brain vascular pathologies. This module has been designed for team-based learning and consists of advance-preparation reading material, in-class individual and group readiness assurance tests, and a group application exercise. Students are evaluated both individually and as groups. These DIF modules are designed primarily for group learning and are well suited for the academic setting. The feedback we received from first-year radiology residents was 100% positive, and the most frequent remark used by learners in their comments was "very helpful." Our limited feedback suggests that the level of material is appropriate for trainees at or above their final year of medical school. We are confident that this module will benefit students and residents who are eager to learn the fundamentals of brain vascular imaging and will serve as a useful adjunct to traditional methods of learning. We believe the module's application of team-based learning can act as a model for collaborative learning in a traditionally didactic learning environment. Future work will include expanding use of the module to larger groups of radiology residents, medical students, and residents in other specialties.

Teaching Patient Safety Using an Interprofessional Team-Based Learning Simulation Model in Residency Training.

Teaching and learning patient safety require demonstration of competencies such as teamwork, communication skills, and recognition of systems error. This patient safety TBL simulation-training program was developed to fulfill core patient safety objectives outlined by the ACGME and ACGME Clinical Learning Environment Review Program. The goal of the program is to enhance patient safety and quality care concepts and facilitate hands-on teamwork skills and core attitudes towards patient safety. This program served as a mandatory part of the residency core curriculum. It was delivered as a 3-hour workshop session during medicine resident orientation. The workshop included an introductory presentation, one TBL activity, and three 1-hour interprofessional simulated application cases using either high-fidelity mannequins or standardized patients. Following each application case activity, trainees participated in a postcase scenario debriefing moderated by faculty facilitators. A total of 76 trainees participated, and 20 interprofessional teams were created. An independent-samples t test revealed that the Group Readiness Assurance Test scores were significantly higher than the Individual Readiness Assurance Test scores. Although the Readiness for Interprofessional Learning Survey's Teamwork and Professional Identity subscale scores were higher postworkshop compared to preworkshop, the differences were not statistically significant. Over 90% of the participants agreed that the safety concepts they learned would likely improve the quality of care they provide to future patients. A simulation model centered on an interprofessional team can be used as an important training technique to teach health care professionals realistic, hands-on principles of patient safety.

Modified Team-Based Learning in an Ophthalmology Clerkship in China.

ObjectiveTeam-based learning (TBL) is an increasingly popular teaching method in medical education. However, TBL hasn’t been well-studied in the ophthalmology clerkship context. This study was to examine the impact of modified TBL in such context and to assess the student evaluations of TBL.MethodsNinety-nine students of an 8-year clinical medicine program from Zhongshan Ophthalmic Centre, Sun Yat-sen University, were randomly divided into four sequential units and assigned to six teams with the same faculty. The one-week ophthalmology clerkship module included traditional lectures, gross anatomy and a TBL module. The effects of the TBL module on student performance were measured by the Individual Readiness Assurance Test (IRAT), the Group Readiness Assurance Test (GRAT), the Group Application Problem (GAP) and final examination scores (FESs). Students’ evaluations of TBL were measured by a 16-item questionnaire. IRAT and GRAT scores were compared using a paired t-test. One-way analysis of variance (ANOVA) and subgroup analysis compared the effects among quartiles that were stratified by the Basic Ophthalmology Levels (BOLs). The BOLs were evaluated before the ophthalmology clerkship.ResultsIn TBL classes, the GRAT scores were significantly higher than the IRAT scores in both the full example and the BOL-stratified groups. It highlighted the advantages of TBL compared to the individual learning. Quartile-stratified ANOVA comparisons showed significant differences at FES scores (P < 0.01). In terms to IRAT, GRAT and GAP scores, there was no significant result. Moreover, IRAT scores only significantly differed between the first and fourth groups. The FES scores of the first three groups are significantly higher than the fourth group. Gender-specific differences were significant in FES but not the IRAT. Overall, 57.65% of student respondents agreed that TBL was helpful. Male students tended to rate TBL higher than female students.ConclusionThe application of modified TBL to the ophthalmology clerkship curriculum improved students’ performance and increased students’ engagement and satisfaction. TBL should be further optimized and developed to enhance the educational outcomes among multi-BOLs medical students.

Digestive System: A Team-Based Learning Module for Histology

Abstract Introduction Team-based learning (TBL) is an instructional strategy that promotes greater student engagement in the classroom. In TBL, scheduled class time is not used for lecturing. Rathe...

The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores

Background: The Faculty of Medicine at the American University of Beirut implemented a new medical curriculum, which included 90 team-based learning (TBL) sessions in years 1 and 2 of medical school.Methods: A validated team performance scale (TPS) and peer evaluation of communication skills, professionalism and personal development were collected at different time points during the two years. Grades on the individual and group readiness assurance tests and an evaluation form were collected after every TBL session.Results: Students generally positively evaluated most TBL sessions as promoters of critical thinking and appreciated the self-learning experience, though they preferred and had better individual grades on those that entailed preparation of didactic lectures. There was a sustained and cumulative improvement in teamwork skills over time. Similar improvement was noted with peer evaluations of communication skills, professionalism, and personal development over time.Conclusions: This is the first report about such a longitudinal follow-up of medical students who were exposed to a large number of TBL sessions over two years. The results support the suggestion that TBL improves medical students’ team dynamics and their perceived self-learning, problem solving and communication skills, as well as their professionalism and personal development.

Performance and perception of the first year medical students about the team based learning in Anatomy

Back ground and Aim: Team based learning (TBL) possibly relies on student centered small group interaction more heavily than any other commonly used instructional strategy. It is being adapted in medical education to implement interactive small group learning. Present study was done to explore the perception and performance about TBL in teaching Anatomy. Materials and Methods: This study involved a group of seventy first year MBBS students of RAK Medical and Health Sciences University, Ras Al Khaimah UAE. TBL was conducted in a topic of Anatomy as per the standard protocol that includes pre class study, readiness assurance followed by application of course content by small group discussion. Perception of TBL was determined by administering the eight items questionnaire and performance was analyzed by their scores in individual and group readiness assurance test and in course assessment scores. Result: About 68.5% of students were able to learn and understand the topic effectively through TBL method. 73% students felt, interaction among the group members helped them to understand the course content better. About 62% were of the opinion that the lectures should be replaced with more and more TBL sessions in their teaching methodology. About 65% students were able to score well in the level 2 multiple choice questions in the in course assessment. Conclusion: in conclusion, TBL facilitated the group learning among the first year MBBS students and it can be substituted as one of the important mode of teaching along with other teaching methodologies.