Team-based Learning Teaching Research Articles

The Impact of Team-Based Learning Activities on Learning Satisfaction : Focusing on the Mediating Effects of Learning Engagement and Problem-Solving Skills

This study aims to analyze the structural relationships between the impact of team-based learning activities on learning satisfaction and the mediating effects of learning engagement and problem-solving skills in the common liberal arts course Masterpieces of Wisdom and Compassion Seminar, which was revised and operated using a team-based learning teaching method in the first semester of 2024. A survey was conducted from June 10 to 17, 2024, targeting students who took the Masterpieces of Wisdom and Compassion Seminar, and the analysis was performed using structural equation modeling. The main findings of the study are as follows: First, team-based learning activities showed positive correlations with learning engagement, problem-solving skills, and learning satisfaction. Second, team-based learning activities had significant positive effects on learning engagement, problem-solving skills, and learning satisfaction. These results imply that better adaptation to team-based learning activities, higher learning engagement, and better problem-solving skills lead to higher learning satisfaction among students. Additionally, one of the major changes in the revised course operation was the initial step of learning readiness. This process likely contributed to enhancing learning engagement and problem-solving skills, and increasing learning satisfaction during the team activities of presenting and discussing topics. However, there is a need to address issues such as the lack of time for students to read the masterpieces, the burden of evaluating learning readiness which hampers immersion in understanding the masterpieces, difficulties in communication and cooperation among team members which may lower learning engagement, problem-solving skills, learning satisfaction, and concerns about the reduction of individual competence due to the increased scope and weight of team activity-related tasks.

Team-Based Learning as a Feasible, Acceptable, and Effective Educational Method for Internal Medicine Trainees - A Multi-phase Intervention and Cohort Comparison.

Team-based learning (TBL) is an active learning strategy gaining traction in medical education. However, studies demonstrating successful incorporation into Graduate Medical Education (GME) curricula are limited. To assess the feasibility, acceptability and efficacy of Infectious Disease (ID) TBL sessions within an Internal Medicine (IM) residency curriculum as part of a traditional 60-minute conference. We conducted a prospective cohort study of TBL implementation assessing acceptability and feasibility (Phase 1), and efficacy (Phase 2). Phase 1 included 101 IM residents and eight TBL naïve faculty. Phase 2 included aggregate cohort IM In-Training Exam (ITE) data before (2008-2013) and after (2014-2019) TBL implementation. Eight TBL sessions were delivered once or twice weekly during 60-minute noon conferences. We assessed feasibility by measuring individual Readiness Assurance Test (iRAT) completion rates and inclusion of TBL elements in each session; acceptability through attendance, perceived effectiveness rating and attitudes about TBL; efficacy by comparing ITE data for the overall ID content and specific TBL associated learning objectives. Seventy-five of 93 (80%) residents attended at least one session. All TBL elements were successfully incorporated each session. Of those surveyed, 86% rated the TBL sessions as facilitating their learning "very (4)" or "extremely (5)" well on a 5-point Likert scale (p<0.001). ITE mean percent correct scores of total ID content as well as TBL associated learning objective performance were both significantly higher for the post-TBL cohort among PGY-2 (76.2 vs 62.3; 76.2 vs 62.6) and PGY-3 (73 vs 64.5; 76.2 vs 64.5) IM residents (p<0.05; p<0.001 respectively). Implementing a complete TBL pedagogy within the traditional noontime conference hour in GME is feasible, acceptable to residents and faculty, and associated with improved learning efficacy demonstrated through improved ITE scores.

The Effectiveness of Team-Based Learning for Undergraduate Education in China: A Systematic Review

Team-based learning (TBL) teaching models are a student-centered teaching model widely used in Europe and the United States but are just beginning to be used in China. This research conducted a synthesis of previous scientific studies on the use of the TBL teaching model in Chinese undergraduate education to explore the impact of two main objectives: the TBL teaching model on Chinese undergraduate students’ achievement and sustainability skills and using systematic Evaluation and Meta-Analysis (PRISMA) method to searched and screened 30 articles using China National Knowledge Infrastructure (CNKI) and google scholar, which was published from 2013 to 2023. The results of this study show that TBL teaching model is effective in improving Chinese undergraduate students’ achievement, problem-solving skills and teamwork skills. Therefore, TBL teaching model can be implemented in Chinese undergraduate education. Still, the use of TBL teaching model is narrow due to its late start in China. More rigorous methodology and mixed-methods design of the study are needed to improve the transferability of the results.

Improving Patient Safety: Engaging Students in Interprofessional Team-Based Learning (TBL)

Complex healthcare systems and ambiguous clinical decisions can result in medical errors which threaten patient safety. There is a need for improved awareness of medical errors across healthcare disciplines. We utilised team-based learning (TBL) to pilot an interprofessional patient safety module for senior health professional students. We evaluated the use of TBL within the interprofessional context to achieve student learning outcomes. Twenty-seven students from pharmacy (n=11), nursing (n=8) and medicine (n=8) faculties participated. Data were collected via questionnaires, focus groups, class observation and student test scores. Quantitative data were analysed using descriptive statistics. Framework analysis was used to code qualitative data using social capital as a conceptual framework. In total, 26/27 (96%) of participants completed the questionnaire and 20/27 (70%) attended focus groups. There was no significant difference in prior knowledge between the disciplines. The TBL module enriched the learning environment and enabled students to prepare, problem-solve and interact with facilitators. The TBL pedagogy and interprofessional framework enabled the development of social capital among students. The module demonstrated the potential of interprofessional education to shift knowledge and attitudes towards a greater appreciation of patient safety issues and better prepare health professional students for the workforce. The TBL pedagogy strengthened knowledge sharing and fostered collaboration across disciplines.

Online flipped classroom with team-based learning promoted learning activity in a clinical laboratory immunology class: response to the COVID-19 pandemic

BackgroundGiven the rapid development of clinical immunology technologies, students majoring in laboratory medicine should master the technological principles and application of clinical laboratory immunology. However, many are required to take online courses due to COVID-19 restrictions, which highlights the need to revisit teaching strategies. Recently, various medical education courses (such as Biochemistry, Physiology, etc.) have implemented the flipped classroom (FC) and team-based learning (TBL) methods, resulting in more positive teaching evaluations. To promote the students' mastery of the difficult knowledge effectively during the online teaching work, we evaluated the performance of online FC-TBL in a clinical laboratory immunology course.Methods Sixty-two third-year students from two classes majoring in Laboratory Medicine were recruited and divided into two groups, including one group with traditional lecture-based learning teaching strategy (LBL group) and the other group with LBL or online FC combined with TBL teaching strategy (FC-TBL group). We selected three chapters to conduct FC-TBL teaching in class. All participants took in-class quizzes and final examinations that targeted the same knowledge points. Finally, all participants completed anonymous questionnaires asking for their perceptions of the respective teaching models. In addition, we conducted a survey of teaching suggestions by a FC-TBL class of students majoring in Laboratory Medicine.ResultsThe FC-TBL group (vs LBL group) had significantly higher scores on the in-class quizzes and final examinations, and also reported high satisfaction with the FC-TBL model. These findings indicate that FC-TBL is suitable for clinical laboratory immunology, as the participants quickly gained essential knowledge. Specifically, FC-TBL helped to “increase learning motivation,” “promote self-directed learning skills,” “extend more related knowledge,” “enhance problem-solving abilities,” “enhance clinical reasoning abilities,” and “enhance communication skills.” For participants’ suggestions, 48.38% (15/31) students held positive attitude to FC-TBL teaching strategy compared to 25.81% (8/31) students who considered FC-TBL teaching strategy still needs continuous improvement, and 25.81% (8/31) students reported that they believed FC-TBL teaching strategy was perfect and no further suggestions.ConclusionsOnline FC-TBL effectively enhanced learning activity among students of a clinical laboratory immunology course. This is particularly useful in the COVID-19 context.

Implementation of teaching TBL (Team Based Learning) method for nursing students at Hue University of Medicine and Pharmacy

Introduction: Group learning (TBL) has recently become a popular trend in global health education in promoting active learning. This is an advanced teaching method that promotes small group interaction, exchange, discussion and enhances students’ ability to work together as well as their critical thinking. However, the application of the teaching method is rarely used due to limited resources in building lectures following this method. Objectives: To develope health care courses for adults with cardiovascular diseases according to the TBL teaching method for nursing students. Results: Complete building orientation packet learning TBL care for cardiovascular disease, the test of individual and group discussions when applied to teach in this method, the source reference materials prepared for students to self-study first before going to class. Conclusion: The deployment and application of TBL teaching methods are necessary, helping students to actively participate in learning and improve communication skills, critical thinking, decision-making skills, and increased satisfaction with learning outcomes, in addition to reducing the time spent in class Key words: Team-based learning, active learning method.

The Student Engagement Effect of Team-Based Learning on Student Pharmacists

Objective. To expand our understanding of student engagement by qualitatively examining how student pharmacists experienced the psychological state of engagement when applying team-based learning (TBL) pedagogy.Methods. A qualitative case study was conducted. Data were obtained through semi-structured interviews with a purposeful and convenience sample of student pharmacists (n=14). Our initial data analysis identified common themes for student engagement in TBL. We then characterized each common theme by deductively coding the themes into predetermined focal concepts of engagement based upon Kearsley and Shneiderman's 1 previous characterization of student engagement as either relate, create, or donate components.Results. Seven common themes arose from this research: accountability, communication, conflict, learning, preparation, purpose, and teamwork. Results indicated that student pharmacists engaged in TBL pedagogy mostly experience the psychological state of student engagement through a relate (41%) component by drawing on team support and trust, followed by the donate (32%) and create (27%) components.Conclusion. Findings in this study are consistent with other research on TBL pedagogy which concluded that, at least in part, this type of learning was a conduit for building student pharmacists' engagement skills. The novelty of this research is that it deductively characterized how student pharmacists perceive, comprehend, and interpret the psychological state of engagement in TBL. Specifically, our findings concluded student pharmacists mostly identify with a relate component of engagement by drawing on team support and trust developed from TBL tenets that encourage communication, conflict resolution, and teamwork.

Repurposing Immunopharmacology to Inculcate Pharmacist’s Professional Identity Formation in a Doctor of Pharmacy Program

Immunology and Immunopharmacology courses offer multiple opportunities to bridge didactic and theoretical exposition to “hands‐on” practice and application. In the United States, the Doctor of Pharmacy (PharmD) is the entry‐level degree to practice as a pharmacist. In a majority of the four‐year PharmD programs, Immunology is taught in the first two professional years, followed by pharmacotherapeutic applications in the third year, while students are on clinical rotations in the final year. Student readiness for clinical rotations and patient‐centered care is critical though difficult to inculcate, especially from the perspective of their ability to integrate foundational science knowledge with practice. However, predictably, the ongoing COVID‐19 pandemic has focused learners’ attention on several foundational science‐related aspects of Immunology and Immunopharmacology such as vaccine production techniques, immune cell responses to the SARS‐CoV‐2, the concepts of antigen presentation and processing, and the use of many immunotherapeutic agents for the treatment of COVID‐19. Here, we leveraged the topical relevancy of COVID‐19 to engage pharmacy students in our third‐year PharmD Immunology course to devise strategies for overcoming vaccine hesitancy. Using published review articles assigned as pre‐reading assignments in our Team Based Learning pedagogy, we introduced 19 third‐year student teams composed of 5‐6 pharmacy students to complex social‐behavioral barriers to vaccination. The specific reasons for vaccine hesitancy included were 1) lack of awareness of vaccines, 2) fear and mistrust of vaccines, 3) distrust of health care professionals, 4) misinformation specific to COVID‐19 vaccines, 5) faith‐based and personal reasons for vaccine hesitancy, 6) misinformation about COVID‐19, and 7) historical reasons such as the Tuskegee experiment for the prevailing mistrust in African American communities. Next, using a design thinking approach, student teams were asked to formulate and present in class a potential solution to alleviate each of these vaccine hesitancy reasons in the setting of a community pharmacy. Following one week of preparation time after the initial posting of the review article, in two three‐hour‐long class sessions, student teams were divided into “anti‐vaxxers” and “pro‐vaxxers” and teams debated each of the vaccine hesitancy reasons using specific data and examples from the review articles, also examining the effect of the prevailing state and federal laws in the United States on vaccine outcomes. Student teams offered 1) patient education, 2) counseling, 3) partnership with local community leaders, 4) researching literature on vaccine side effects such as those related to autism or the anaphylaxis due to albumin in older influenza vaccines, and 5) sponsored awareness programs such as “walk for COVID” as novel mechanisms for overcoming barriers to vaccination. Student perception surveys indicated 90% of the students found the activity interesting, engaging, and challenging, while 93% found it an effective use of their time. 98% of students felt that the activity helped them appreciate their professional identity as future pharmacists while allowing them to apply foundational science knowledge to overcome problems encountered in real‐life situations.

The Effectiveness and Student Perceptions of Peer-Conducted Team-Based Learning Compared to Faculty-Led Teaching in Undergraduate Teaching.

BackgroundToday’s professionals need to be capable of independent information retrieval, teamwork, and lifelong learning. To meet these demands, more active learning methods are needed in university teaching. Team-based learning (TBL) is a learner-centered method which enables activation of students in large classes.ObjectiveThe aim of this study was to compare a method combining peer teaching and TBL (peer-conducted TBL; pTBL) with faculty-led seminar teaching. More precisely, students’ opinions about teaching methods and immediate and long-term learning outcomes were aimed to compare.MethodsA faculty-led design was compared to a pTBL design when teaching pediatric and dermatological allergy in a seminar setting for 5th year medical students. For that purpose, students were randomly split into two learning groups. In a faculty-led seminar (n = 44 students) the instructor first lectured on each subject; then, named students from each group were asked to present clinical cases given to them beforehand and them raising questions were answered. In a pTBL group (n = 50) student’s prior knowledge was first tested. Then, randomly selected, pre-prepared students took a tutors role in a seminar and presented clinical case to be solved in groups by all students. Students’ performance was equally tested after both sessions and 5–6 months afterwards. Students’ opinions were asked by an electronic survey.ResultsIn this study, pTBL was significantly preferred over faculty-led learning (mean grade 8.5 vs 6.5). Those participating in pTBL group studied pre-learning material more actively than those in faculty-led group. However, there was no difference in learning outcomes (immediate or long term) between the groups.ConclusionStudents prefer teaching method in which they are self in active role. Combining TBL and peer teaching may further increase the accumulation of non-academic skills like expertise and proficiency.

Impact of Team-Based Learning Versus Lecture-Based Learning on Chinese Radiology Education: A Scoping Review and Meta-Analysis

This meta-analysis aimed to evaluate the effectiveness of team-based learning in radiology education. Data sources and selection criteria Databases were searched from inception up to August 2019 and included Pubmed, Medline, Embase, China National Knowledge Infrastructure (CNKI), Chinese Wanfang Database, and Chinese VIP. Randomized trials comparing teaching approaches for medical imaging of which provide the outcomes of theoretical scores and/or practical scores were included. Data were extracted independently by two authors and double-checked for accuracy. Outcomes included knowledge scores and practical scores. We pooled data using random-effects meta-analysis. Twelve trials involving 1,371 participants were included. Team-based learning teaching method had positive impacts on theoretical scores compared with the lecture-based learning or traditional teaching method (SMD = 1.07, 95% CI [0.50, 1.63]) and it positively improved skill scores (SMD = 0.68, 95% CI [0.19, 1.17]). Team-based learning could not only improve theoretical and skill scores in medical imaging courses but also encourage students to learn by themselves. Participants believed team-based learning raised their learning interest, team cooperation ability, and interpersonal communication skills. The heterogeneity of the included studies must be noticed and large well-designed and well-conducted trials are urgently needed.

Team-Based Learning in Prosthodontics Courses: Students' Satisfaction.

The goal of this cross-sectional observational study was to assess dental students' satisfaction regarding team-based learning (TBL) methodology in prosthodontics courses taught at College of Dentistry, Princess Nourah bint Abdulrahman University, Saudi Arabia. Undergraduate dental students at second, third, fourth, and fifth years were taught prosthodontics courses through traditional and TBL pedagogies. TBL sessions consisted of preparation, readiness assurance, and application. At the end of each prosthodontics course, the students were asked to complete a self-administered questionnaire that was divided into four sections to assess the effect of TBL on the following parameters: information acquisition, interpersonal skills improvement, classroom environment, and the students-instructors interaction. The responses of the questionnaire followed the Likert scoring method (scaled from 1 to 5). The t-test and ANOVA statistical analyses were performed using SPSS. Results. The response rate to the questionnaire was 86%. There were a significant relationship and correlation between TBL pedagogy and student satisfaction (P values ≤ 0.05) for all levels. The means of the responses for the second and fifth years were 4.36 and 4.56, respectively, where the means for the third and fourth years were 3.54 and 3.59, respectively. The parameter notably affected by TBL was interpersonal skills enhancement. All students strongly agreed that TBL enhances personal flexibility and boosts their self-esteem. Conclusion. Students showed positive perceptions about TBL pedagogy in terms of active engagement, knowledge acquisition, and improvement of interpersonal skills leading to more efficient learning outcome.

Team-Based Learning Among Health Care Professionals: A Systematic Review.

Introduced in the 1970s to meet the academic needs of a growing number of students with relatively stagnant faculty, team-based learning (TBL) has revolutionized the modern classroom structure. Contrary to the traditional didactic model where the teacher assumes the central role and students are passive listeners, TBL participants are actively involved in the learning process. Teachers act as facilitators while the TBL participants work in groups to solve problems through engagement with their peers. The objective of the article is to conduct a systematic review on team-based learning using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline.The studies were searched in databases like PubMed®, Scopus®, Embase®, and PubMed Central® using appropriate keywords. Two authors screened the papers, and a third author resolved the conflicts. This was followed by a bibliographic review based on the references of the selected study and bias assessment using the Joanna Briggs Institute (JBI) critical appraisal tool.The team-based learning model is increasingly being used by different institutions globally. TBL and traditional lecture-based teaching outcomes revealed that TBL participants performed better in academic, clinical, and communication domains. In addition, TBL enhanced learners' engagement, collaborative spirit, and satisfaction. Our study results are similar to the prior meta-analysis and systematic review. Nevertheless, this systematic review remains more comprehensive, up-to-date, and inclusive thus far.Team-based learning is a pragmatic and superior approach to learning among health care professionals. It has resulted in better academic, clinical, and communication outcomes. This finding spans all the medical and allied professions studied in this systematic review.

General dental practitioners’ perceptions on Team-based learning pedagogy for continuing dental education

Introduction: Team-based learning (TBL) pedagogy is a structured, flipped classroom approach to promote active learning. In April 2019, we designed a TBL workshop to introduce the New Classification of Periodontal Diseases 2017 to a group of general dental practitioners (GDPs). We aimed to investigate GDPs feedback on learning this new classification using TBL pedagogy. Methods: Two articles related to the 2017 classification were sent to 22 GDPs 2 weeks prior to a 3-hour workshop. During the face-to-face session, they were randomly assigned to five groups. They participated in individual and group readiness assurance tests. Subsequently, the GDPs had inter- and intragroup facilitated discussions on three simulated clinical cases. They then provided feedback using a pen-to-paper survey. Based on a 5-point Likert scale (1-strongly disagree to 5-strongly agree), they indicated their level of agreement on items related to the workshop and their learning experience. Results: Majority (94.7%, 18 out of 19 GDPs) agreed the session improved their understanding of the new classification and they preferred this TBL pedagogy compared to a conventional lecture. All learners agreed they can apply the knowledge to their work and there was a high degree of participation and involvement during the session. They found the group discussion and the simulated clinical cases useful. Conclusion: A TBL workshop is suitable for clinical teaching of the New Classification of Periodontal Diseases 2017 for GDPs. Its structure promotes interaction among learners with the opportunity to provide feedback and reflection during the group discussions. This model might be a good pedagogy for continuing dental education.

Are Online Synchronous Team-Based-Learning (TBL) pedagogy effective?: Perspectives from a study on medical students in Oman.

Introduction: Team-based learning (TBL) is a highly structured, instructive, and student-focused pedagogy used by medical educators to foster the students’ learning. The present study aimed to qualitatively explore the students’ perception of the effectiveness of online synchronous TBL pedagogical strategy in promoting learning outcomes. Methods: A cross-over interventional study was conducted on MD4 year medical students, using four modified TBL sessions on common immunological diseases on four different dates. 139 participants were divided into 4 groups [35 each in A, B, C, & 34 in D]. For TBL session 1, Group A and group B were the study and control groups, respectively. For the second session on different topics, the groups were reversed with group B and group A as the study and control groups, respectively. The same was followed for groups C and D. The means and standard deviations of the pre-test and post-test scores were compared after calculating the improvement in scores from pre- to post-tests. Repeated measures ANOVA suitably coded in SPSS for cross-over design was used to find out confounding by sequence of interventions with a p-value of <0.05 signifying the significance. Students’ feedback on online TBL sessions was collected through a predesigned questionnaire on a 3-point Likert scale. The data were analyzed using SPSS version 22 and expressed as number and percentage. Results: The post-test scores of the students who participated in the TBL session were significantly higher when compared to the self-study (SS) arm. The overall improvement in scores was 4.98 (1.4) in TBL group, whereas in the SS arm it was only 2.29 (1.51). The new method was found far superior to the self-study method regardless of being applied before or after the comparison mode of self-study (P<0.0001). The scores of the self-study was marginally better when offered first rather than after a TBL session, indicating the negative effect of cross-over on SS mode (P=0.024). The overall response of our students toward the effectiveness of online TBL pedagogy was overwhelmingly positive in terms of an opinion survey which had a Cronbach’s alpha of 0.932. The majority (>80%) perceived TBL as an enjoyable active session that promoted their active participation and engagement through student-led discussions. Many stated that TBL enhanced their critical thinking, problem-solving ability, communication skills, and knowledge. Conclusion: TBL is an instructive and highly structured teaching-learning strategy, welcomed by the majority of our participants. Online TBL sessions are effective in fostering the students’ learning and can be used confidently when needed.

Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study.

Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (n = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.

Comparison of team-based learning vs. lecture-based teaching with small group discussion in a master's degree in nursing education course

BackgroundThe high student-to-faculty ratio is an obstacle in the reform of teaching methods in master's programmes of nursing education in China. Though Kim's study showed that team-based learning (TBL) can be implemented in high student-to-faculty ratio classes, it is still a challenge for students accustomed to the traditional didactic lecture (TDL) teaching method, and the lack of an inclusive design model has restricted the effective application of TBL. ObjectiveTo compare the effect of TBL on postgraduate nursing students with lecture-based teaching with small group discussion (LBTWSGD) and to clarify key factors to promote the effective application of TBL. MethodsA quasi-experimental study design. We selected 27 unbiased participants in the applied LBTWSGD group and 48 participants in the applied TBL group and conducted questionnaire surveys at the last day of the course which lasted for 10 weeks. Students' self-directed learning ability was assessed by the Self-Directed Learning Instrument (SDLI), classroom engagement was assessed by the Self-Report of Engagement Measure (SREM), and students' evaluation of the teaching experience was assessed by the Student Evaluation of Teaching and Units (SETU). A difference analysis between the two groups was performed by the SETU. The mean and standard deviation of each tool were calculated and compared between the two groups. ResultsThe study determined that compared to LBTWSGD, TBL significantly improved students' self-directed learning (p < 0.01) and classroom engagement (p < 0.05). The scores for 6 of 9 items in the SETU were significantly higher in the TBL group than in the LBTWSGD group. ConclusionsThe TBL teaching method can effectively improve nursing students' self-learning ability and classroom engagement through effective teacher feedback, discussion, and communication. The same clear and definite reading assignments in TBL can help students obtain effective teacher feedback and form effective discussions and communication.

Structural Model Analysis of the Effectiveness of Problem Solving Ability by Team-Based Learning Pedagogy

Structural Model Analysis of the Effectiveness of Problem Solving Ability by Team-Based Learning Pedagogy

Louisiana State University School of Medicine in New Orleans.

Louisiana State University School of Medicine in New Orleans.

Loma Linda University School of Medicine.

Loma Linda University School of Medicine.

Training the next generation of Africa\u2019s doctors: why medical schools should embrace the team-based learning pedagogy

BackgroundAs far back as 1995, the Cape Town Declaration on training Africa’s future doctor recognized the need for medical schools to adopt active-learning strategies in order to nurture holistic development of the doctor. However, medical education in Africa remains largely stuck with traditional pedagogies that emphasize the ‘hard skills’ such as knowledge and clinical acumen while doing little to develop ‘soft skills’ such as effective communication, teamwork, critical thinking or life-long learning skills.Body of abstractBy reviewing literature on Africa’s epidemiologic and demographic transitions, we establish the need for increasing the output of well-trained doctors in order to match the continent’s complex current and future healthcare needs. Challenges that bedevil African medical education such as outdated curricula, limited educational infrastructure and chronic resource constraints are presented and discussed. Furthermore, increased student enrollments, a trend observed at many schools, coupled with chronic faculty shortages have inadvertently presented specific barriers against the success of small-group active-learning strategies such as Problem-Based and Case-Based Learning. We argue that Team-Based Learning (TBL) offers a robust alternative for delivering holistic medical education in the current setting. TBL is instructor-driven and embodies key attributes that foster development of both ‘hard’ and ‘soft’ skills. We elaborate on advantages that TBL is likely to bring to the African medical education landscape, including increased learner enthusiasm and creativity, accountability, peer mentorship, deep learning and better knowledge retention. As with all new pedagogical methods, challenges anticipated during initial implementation of TBL are discussed followed by the limited pilot experiences with TBL in Africa.ConclusionFor its ability to enable a student-centered, active learning experience delivered at minimum cost, we encourage individual instructors and African medical schools at large, to adopt TBL as a complementary strategy towards realizing the goal of training Africa’s fit-for-purpose doctor.