Izvorni znanstveni članak
Team-based Learning in Intensive Course Format for First-year Medical Students
Hubert Wiener
; Core Unit for Medical Education, Department of Science and International Relations, Medical University of Vienna, Vienna, Austria
Herbert Plass
; Core Unit for Medical Education, Department of Science and International Relations, Medical University of Vienna, Vienna, Austria
Richard Marz
; Core Unit for Medical Education, Department of Science and International Relations, Medical University of Vienna, Vienna, Austria
Sažetak
Aim To examine the impact of team-based learning (TBL)
on educational outcomes in the first year of the curriculum
of the Medical University of Vienna.
Methods TBL was first offered to students as a singlegroup
exercise to illustrate the value and dynamics of a
learning team. In a second step, TBL was provided in an
intensive course format with six 2-hour sessions over a 3-
day period as an elective course covering the material of a
critical teaching block. Students’ responses to the program
and the impact on the final exam were analyzed.
Results Out of 1417 eligible students, 386 participated in
8 parallel courses offered in the TBL block. The reaction of
students to TBL was highly positive. Using the final exam
as an outcome measure, 220 students who completed the
intensive courses had a 25.3% higher score (non-TBL vs TBL
students: 22 ± 9 vs 28 ± 9 points) in the TBL block. They also
had a 16.5% higher score (non-TBL vs TBL students: 94 ± 29
vs 109 ± 26 points) in the remaining 5 non-TBL blocks of
the year.
Conclusions TBL in an intensive course format seems to
be especially attractive for the best students of the year,
making them even more successful in the key exam. Even
the students who usually learned alone highly appreciated
learning in teams, thereby developing the understanding
and skills needed to work productively in task-groups.
Ključne riječi
Curriculum; medical education; undergraduate; teaching methods; active learning
Hrčak ID:
38310
URI
Datum izdavanja:
15.2.2009.
Posjeta: 2.204 *