The Impact of Team-Based Learning on Medical Studentsʼ Academic Performance

Koles, Paul; Stolfi, Adrienne; Borges, Nicole J.; Nelson, Stuart J.; Parmelee, Dean X.

doi:10.1097/acm.0b013e3181f52bed

Cited by 406 publications

(347 citation statements)

References 13 publications

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“…Some students noted in course evaluations that smaller group recitations may have been helpful when dealing with mathematical problems. Overall, the performance enhancement is consistent with that in a study by Koles and colleagues 14 who found that students involved in TBL demonstrated a greater extent of content mastery than did other instructional approaches. Within the preparatory quizzes, the individual quiz score averaged above 80%, indicating that students were able to read and acquire foundational information on their own.…”

Section: Discussionsupporting

confidence: 80%

The Impact of Team-Based Learning on a Foundational Pharmacokinetics Course

Persky

2012

American Journal of Pharmaceutical Education

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Objective. To assess the impact of team-based learning (TBL) in a foundational pharmacokinetics course. Design. The course was arranged into 5 modules based on the TBL format. Each module contained preclass preparation; readiness-assurance process; and in-class, clinical cases. Survey instruments on professionalism and attitudes of team learning were administered pre-and post-course. Assessment. Examination grades focused at the evaluation/creation level were significantly higher in the TBL format compared with the previous year. Professionalism scores increased over the course of the semester, particularly in altruism and honesty. Other measures of team-learning attitudes significantly increased over time, although there was no change in major subscales. End-of-semester course evaluations showed improvements in active engagement and in various areas of skill development. Conclusion. The TBL format can be used successfully in a foundational pharmacokinetics course to increase higher levels of learning, team-learning skills, and professionalism in pharmacy students.

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Section: Discussionsupporting

confidence: 80%

The Impact of Team-Based Learning on a Foundational Pharmacokinetics Course

Persky

2012

American Journal of Pharmaceutical Education

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“…7,10,13,14 Lower-performing students benefited more from TBL, or had observed no differences in performance between case-based learning and TBL. 22, 25 The proportion of D and F grades was low in both iterations of this course, though a higher proportion of D grades occurred in the first year of TBL. Perhaps these students struggled more in adapting to TBL.…”

Section: Discussionmentioning

confidence: 87%

“…[18][19][20][21][22][23][24][25][26][27][28] Reports of TBL in pharmacy education often use student and faculty perception or performance to examine the initial implementation of TBL. However, no reports have used nationally standardized faculty evaluations of teaching using TBL, examined experiences over a longitudinal implementation of TBL, or reported course outcomes in a pharmacotherapeutics course series that used TBL.…”

Section: Introductionmentioning

confidence: 99%

A Multiyear Analysis of Team-Based Learning in a Pharmacotherapeutics Course

Johnson

Bell

Bottenberg

et al. 2014

American Journal of Pharmaceutical Education

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Objectives. To evaluate the impact of team-based learning (TBL) in a pharmacotherapeutics course on pharmacy students' ratings of faculty instructors and the course, and to assess students' performance after implementation of team-taught TBL. Design. Teaching methodology in a pharmacotherapeutics course was changed from a lecture with recitation approach in 2 semesters of a 6 credit-hour course to a TBL framework in a 3-semester 31415 credit hour course. The distribution of faculty of instruction was changed from 4 faculty members per week to 1 faculty per 1-credit-hour module. TBL consisted of preclass study preparation, readiness assurance (Individual Readiness Assessment Test and Group Readiness Assessment Test), and in-class application exercises requiring simultaneous team responses. Assessment. Retrospective analysis of student ratings of faculty and instructional methods was conducted for the 2 years pre-TBL and 4 years during TBL. Final course grades were evaluated during the same time period. Student ratings showed progressive improvements over 4 years after the introduction of team-based learning. When aggregated, ratings in the "excellent teacher" category were unchanged with TBL compared to pre-TBL. Improvements in faculty instructor approaches to teaching were noted during TBL. Group grades were consistently higher than individual grades, and aggregate course grades were similar to those prior to TBL implementation. Conclusion. Implementation of TBL in a pharmacotherapeutics course series demonstrated the value of team performance over individual performance, indicated positive student perceptions of teaching approaches by course faculty, and resulted in comparable student performance in final course grades compared to the previous teaching method.

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“…Teaching physicians in many institutions are developing interactive forms of learning, with some using entirely problem-based learning formats and others adapting traditional lectures into team-based learning or case-based presentations. 6,7 Stanford University has been a leader in this field for years and, in partnership with Khan Academy, has developed a program called Stanford Medicine Interactive Learning Initiatives, where medical school faculty can access specialized support to re-design courses and integrate interactive learning. 8 These largescale initiatives are transforming the way students learn and how faculty members teach.…”

Section: Alice Wellington Rollinsmentioning

confidence: 99%