Active learning in a Year 2 pathology curriculum.
Purpose Team-based learning (TBL) has been successfully used in non-medical curricula, but its effectiveness in medical education has not been studied extensively. We evaluated the impact of TBL on the academic performance of Year 2 medical students at Wright State University by comparing this activ...
| Published in: | Medical Education Vol. 39; no. 10; pp. 1045 - 1056 |
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| Main Authors: | , , , , |
| Format: | clinical trial research Journal Article |
| Published: |
Wiley-Blackwell
Oct2005
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106089528&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106089528 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Oct2005 vid: 39 iid: 10 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106089528 106089528 2009420548 10.1111/j.1365-2929.2005.02248.x NLM16178832 106089528 ppf: 1045 ppct: 11 formats: fmt: @attributes: type: P tig: atl: Active learning in a Year 2 pathology curriculum. aug: au: Koles P Nelson S Stolfi A Parmelee D Destephen D sug: subj: Education, Medical Pathology, Clinical Education Problem-Based Learning Methods Teaching Adult Clinical Trials Curriculum Female Group Processes Male Prospective Studies Human Adult: 19-44 years Female Male ab: Purpose Team-based learning (TBL) has been successfully used in non-medical curricula, but its effectiveness in medical education has not been studied extensively. We evaluated the impact of TBL on the academic performance of Year 2 medical students at Wright State University by comparing this active learning strategy against a traditional method of case-based group discussion (CBGD). Methods A prospective crossover design assigned 83 Year 2 medical students to either CBGD or TBL for 8 pathology modules in the systems-based curriculum. The effectiveness of both learning methods was assessed by performance on pathology-based examination questions contained in end-of-course examinations. The highest and lowest academic quartiles of students were evaluated separately. Students' opinions of both methods were surveyed. Results No significant differences in whole group performance on pathology-based examination questions were observed as a consequence of experiencing TBL versus CBGD. However, students in the lowest academic quartile showed better examination performance after experiencing TBL than CBGD in 4 of 8 modules ( P = 0.035). Students perceived that the contributions of peers to learning were more helpful during TBL than CBGD ( P = 0.003). Conclusion This study demonstrates that TBL and CBGD are equally effective active learning strategies when employed in a systems-based pre-clinical pathology curriculum, but students with lower academic performance may benefit more from TBL than CBGD. pubtype: Academic Journal doctype: clinical trial research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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