A systematic review of the published literature on team-based learning in health professions education

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Abstract

Summarize the published literature on team-based learning (TBL) in health professions education (HPE) using the TBL conceptual framework to identify gaps that can guide future research Methods: PubMed, Web of Science, ERIC, and Google Scholar were searched through May 2016 for English-language articles regarding the use of TBL in HPE. Reviewers independently extracted data and coded for the seven elements in Michaelsen's Model of TBL.

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Most cited references 65

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The impact of team-based learning on medical students' academic performance.

Paul Koles, Adrienne Stolfi, Nicole Borges … (2010)

Since team-based learning (TBL) was introduced as a medical education strategy in 2001, few studies have explored its impact on learning outcomes, particularly as measured by performance on examinations. Educators considering implementing TBL need evidence of its effectiveness. This study was conducted to determine whether student performance on examinations is affected by participation in TBL and whether TBL benefits lower- or higher-performing students. The authors analyzed the performance of second-year medical students on 28 comprehensive course examinations over two consecutive academic years (2003-2004, 2004-2005) at the Boonshoft School of Medicine. The 178 students (86 men, 92 women) included in the study achieved 5.9% (standard deviation [SD] 5.5) higher mean scores on examination questions that assessed their knowledge of pathology-based content learned using the TBL strategy compared with questions assessing pathology-based content learned via other methods (P < .001, t test). Students whose overall academic performance placed them in the lowest quartile of the class benefited more from TBL than did those in the highest quartile. Lowest-quartile students' mean scores were 7.9% (SD 6.0) higher on examination questions related to TBL modules than examination questions not related to TBL modules, whereas highest-quartile students' mean scores were 3.8% (SD 5.4) higher (P = .001, two-way analysis of variance). Medical students' higher performance on examination questions related to course content learned through TBL suggests that TBL enhances mastery of course content. Students in the lowest academic quartile may benefit more than highest-quartile students from the TBL strategy.

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An Evaluation of Course Evaluations

Philip Stark, Richard Freishtat (2014)

Student ratings of teaching have been used, studied, and debated for almost a century. This article examines student ratings of teaching from a statistical perspective. The common practice of relying on averages of student teaching evaluation scores as the primary measure of teaching effectiveness for promotion and tenure decisions should be abandoned for substantive and statistical reasons: There is strong evidence that student responses to questions of “effectiveness” do not measure teaching effectiveness. Response rates and response variability matter. And comparing averages of categorical responses, even if the categories are represented by numbers, makes little sense. Student ratings of teaching are valuable when they ask the right questions, report response rates and score distributions, and are balanced by a variety of other sources and methods to evaluate teaching.

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Team-based learning in a medical gross anatomy and embryology course.

Gary L Nieder, Dean X. Parmelee, Adrienne Stolfi … (2005)

The application of team-based learning (TBL) as a major component of a medical gross anatomy course was evaluated. TBL is a method of small group instruction that addresses some of the shortcomings of other small-group teaching approaches. The core components of TBL were instituted in 12 small group sessions in the course. Each session included objective-oriented assignments, an individual readiness assurance test, a group readiness assurance test and a group application problem. Peer evaluation was carried out on a regular basis. Scores from TBL session activities and course examinations were analyzed and compared to previous years' course performance. Student course evaluation data and faculty feedback were also collected. Student evaluation data and faculty response indicated strong support for the TBL method as it was implemented in the course. Faculty noted improvements in students' day-to-day preparedness and group problem solving skills. Students' mean scores on exams were not significantly different from those of previous years. There was, however, a significantly smaller variance in examination scores that was reflected in a lower course failure rate compared to previous years. Correlation analyses of TBL and examination performance suggested that individual readiness assurance test performance is a good predictor of examination performance. TBL proved to be a superior method for small group learning in our anatomy course. Student performance suggested that TBL may most benefit academically at-risk students who are forced to study more consistently, are provided regular feedback on their preparedness and given the opportunity to develop higher reasoning skills.

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Author and article information

Journal

Title: Medical Teacher

Abbreviated Title: Medical Teacher

Publisher: Informa UK Limited

ISSN (Print): 0142-159X

ISSN (Electronic): 1466-187X

Publication date Created: December 02 2017

Publication date (Electronic): June 30 2017

Publication date (Print): December 02 2017

Volume: 39

Issue: 12

Pages: 1227-1237

Affiliations

[1 ] Department of Pediatrics, Vanderbilt University Medical Center, Nashville, TN, USA;

[2 ] Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, USA;

[3 ] Vanderbilt University School of Medicine, Nashville, TN, USA

Article

DOI: 10.1080/0142159X.2017.1340636

PubMed ID: 28664760

SO-VID: c80191a9-fdde-494d-8329-92fad652d34f

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A systematic review of the published literature on team-based learning in health professions education

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Most cited references 65

The impact of team-based learning on medical students' academic performance.

An Evaluation of Course Evaluations

Team-based learning in a medical gross anatomy and embryology course.

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