Long-Term Gain After Team-Based Learning Experience in a Pediatric Clerkship

Abstract

Background: Team-based learning (TBL) increases student engagement, value of teamwork, and performance on standardized evaluations. Purpose: The authors implemented a 3rd-year pediatric TBL curriculum, evaluating its effect on satisfaction, engagement, value of teamwork, and short-term and long-term academic performance. Method: Students evaluated the TBL curriculum and core lectures through satisfaction, engagement and value of team surveys. Scores on short-term and long-term examinations were compared to historical data. Results: The first implementation year, students were less likely to enjoy TBL sessions compared to lectures. The 2nd year, this difference lessened. Through both years, students reported dramatic increases in classroom engagement during TBL compared to lecture. Students developed a greater value for teams after participating in TBL. Short-term and long-term examination scores improved significantly. Conclusions: Both short-term and long-term performance improved with implementation of TBL, emphasizing the benefits of a curriculum that allows students to critically engage with material.

Keywords:

• team based learning
• medical student
• pediatrics
• active learning

Acknowledgments

We thank Drs. Mary Hernandez and Laura Hopson for their assistance in data collection. We also acknowledge Drs. Kenneth Pituch, Terrance Murphy, Patricia Keefer, Kerry Mychaliska, and Francis McBee-Orzulak for their help developing and implementing the TBL curriculum.