Advanced team-based learning in clinical probation: improving initiatives for learning and team spirit of fourth year medical students

Abstract

Abstract Team-based learning (TBL) is widely used in preclinical medical curriculum. The aims of this study were to investigate the TBL teaching model in clinical probation and evaluate its teaching effectiveness in case discussion, compared with case-based learning (CBL). Fourth-year medical students who participated in clinical probation of infectious diseases were randomly distributed into the TBL and CBL groups. Each student anonymously completed teaching effectiveness evaluation forms after case discussions, and after the final examination. From August to September 2015, 100 students were enrolled. Both groups had clear teaching objectives and easy to follow teaching procedures. A higher percentage of students in the TBL group agreed that TBL contributed to the initiatives for preview and motivated case discussion, team spirit, and collaboration; but differences between the 2 groups were not significant (all P > 0.05). From December 2016 to April 2018, 239 students participated in TBL and 213 students in CBL. Compared with the CBL group, TBL received significantly higher scores of the above items (all P < 0.05), and also significantly higher scores with respect to the capacity of combining theory with clinical practice, and improved teacher-trainee interactions and practical problem-solving ability. The final examination scores of the TBL group were significantly higher than those of the CBL group (P = 0.021). In conclusion, TBL is more effective for improving medical student initiatives for preview and motivated case discussion, team spirit, and collaboration. Continuing efforts positively impacted student assessment of TBL and increased student appreciation for it.