Curriculum Transition From Lecture-Based to Team-Based Learning is Associated With Improved Performance on Internal Medicine In-Training Examination

Abstract

Background Team-based learning (TBL) is an alternative to traditional lectures in graduate medical education, but evidence is scarce regarding its impact on knowledge acquisition and standardized testing performance. Objective We examined the association between resident performance on the Internal Medicine In-Training Examination (IM-ITE) and these 2 educational methods. Methods In 2013, the internal medicine residency program at Albany Medical College transitioned from a lecture-based curriculum to TBL. Residents enrolled in academic years 2011–2012 and 2012–2013 comprised the lecture cohort, and those enrolled in 2015–2016 and 2016–2017 the TBL cohort. Covariates included the type of medical school attended, gender, and United States Medical Licensing Examination Step 2 Clinical Knowledge scores. We performed univariate analysis and multivariable regression to determine the association between covariates and ITE scores. Results Of 120 residents, 60 were in the lecture cohort and 60 in the TBL cohort. The IM-ITE percent correct scores were higher with TBL than lecture (PGY-1 61.0% vs 55.0%, P < .001; PGY-2 69.0% vs 59.7%, P < .001; PGY-3 73.2% vs 61.7%, P < .001). In a multivariable regression analysis of 3 PGYs combined, the transition from lecture to TBL resulted in an increase in IM-ITE Z-score of 0.415 (P < .001), equivalent to 0.415 SD, when including the effects of all covariates. Conclusions Compared to a lecture-based curriculum, TBL was associated with improved resident medical knowledge acquisition as evidenced by higher IM-ITE scores.

Effect of Job Satisfaction on Service Quality mediated by Lecturer Performance at State Universities

“…The performance of university lecturers in supplying efficient and effective services to the community or academic community reveals their high and low quality (Dommeyer, 2017). The performance of lecturers is required to enhance quality of service to the community (Schynoll et al, 2021).…”