Team-based Learning in Intensive Course Format for First-year Medical Students

The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30

“…Four studies did not report on completeness of follow-up (Letassy et al 2008;Pileggi & O'Neill 2008;Torralba et al 2009;Conway et al 2010). One study appeared to have a loss to follow-up rate of greater than 10% with an unclear explanation of learners lost; however, this was a very largescale study that still reported a large number of participants despite the loss to follow-up (Wiener et al 2009). Table 5 provides a summary of the interventions, comparators, outcomes measured and main findings of all included studies.…”

“…Three hundred and thirty studies were identified, and 14 were included ( 2011; Willett et al 2011), two prospective cohort studies (Torralba et al 2009;Wiener et al 2009), one retrospective cohort study (Koles et al 2010), one concurrent cohort study (Zingone et al 2010) and seven non-concurrent cohorts (Nieder et al 2005;Levine et al 2004;Letassy et al 2008;Pileggi & O'Neill 2008;Mennenga 2010;Simaan et al 2010;Zgheib et al 2010). Of the 14 included studies, 12 took place in the United States, 1 in Lebanon (Zgheib et al 2010) and 1 in Austria (Wiener et al 2009). Thirteen of the studies concerned undergraduate education, including eight in medicine, three in pharmacy (Letassy et al 2008;Conway et al 2010;Zgheib et al 2010), one in dentistry (Pileggi & O'Neill 2008) and one in nursing (Mennenga 2010).…”

“…One study lost five failing students, leading the reviewers to deem the remaining cohort somewhat, but not truly, representative of the average health professions class. Two cohort studies assessed TBL within a group of self-selected volunteers (Torralba et al 2009;Wiener et al 2009). The majority of studies did not attempt to control for potential confounders between the exposed and non-exposed cohorts with regard to learning aptitudes, histories, etc.…”

Traditional Lectures and Team-Based Learning in an Occupational Therapy Program: A Survey of Student Perceptions

“…In the same study, the students who benefitted the most from the TBL approach were the ones who performed in the lowest class quartile (Koles et al, 2010). In 2009, Wiener, Plass, and Marz (2009) found that first-year medical students taught via a TBL approach scored significantly higher on multiple-choice examination questions than those taught using LBI. In a research review published in 2011, Sisk concluded that the TBL approach is as effective as LBI when short-term outcomes were assessed (2011).…”

How Patient Educators Teach Students: “Giving a Face to a Story”

“…The traditional method of didactic lectures alone is less able to enhance communication skills and retention of course content as compared to more interactive teaching methods (Mane, Kadu, & Bajaj, 2012). Active learning methods demonstrate increased competence and performance at a faster rate than traditional lectures (Bleske et al, 2014;Guagliardo & Hoiriis, 2013;Wiener, Plass, & Marz, 2009) In a survey of 69 students who participated in a Standardized Patient encounter, more than 90%…”