A Controlled Trial of Team-Based Learning in an Ambulatory Medicine Clerkship for Medical Students

Patricia A. Thomas · Craig W. Bowen

110 citations0/0 files storedTeaching and Learning in Medicine

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Problem and Project Based Learning Innovations in Medical Education Innovative Teaching and Learning Methods

Abstract

BACKGROUND: Team-based learning (TBL) has been studied in several preclinical settings, but there is less evidence for its effectiveness in clinical curricula. PURPOSE: We compared the impact of TBL versus usual small group lecture (SGL) on knowledge objectives in a clinical clerkship. METHODS: We used an unblinded crossover design with 112 students rotating through the Ambulatory Medicine clerkship. In each rotation of the clerkship, 3 clinical topics were taught as SGL and 3 as TBL. We compared performance on the knowledge examination for those items taught with TBL and those with SGL. RESULTS: Performance by students taught by TBL was higher than those taught by SGL in each topic, except Hypertension. The average effect size of the six measures was 0.51. CONCLUSIONS: TBL appears to be a more effective method than the usual small group lecture in achievement of knowledge objectives for clinical clerkship students.

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2004Team-Based Learning: A Transformative use of Small Groups in College Teaching 2004Team‐based learning in a medical gross anatomy and embryology course 2003The Effect of Using Team Learning in an Evidence-Based Medicine Course for Medical Students 2005A Comparison of In-Class Learner Engagement Across Lecture, Problem-Based Learning, and Team Learning Using the STROBE Classroom Observation Tool 2005Active learning in a Year 2 pathology curriculum

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2012Team-based learning: A relevant strategy in health professionals’ education 2016A Randomized Crossover Comparison of Team-based Learning and Lecture Format on Learning Outcomes 2014Evaluating team-based, lecture-based, and hybrid learning methods for neurology clerkship in China: a method-comparison study

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