The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores

Abstract

Background: The Faculty of Medicine at the American University of Beirut implemented a new medical curriculum, which included 90 team-based learning (TBL) sessions in years 1 and 2 of medical school.

Methods: A validated team performance scale (TPS) and peer evaluation of communication skills, professionalism and personal development were collected at different time points during the two years. Grades on the individual and group readiness assurance tests and an evaluation form were collected after every TBL session.

Results: Students generally positively evaluated most TBL sessions as promoters of critical thinking and appreciated the self-learning experience, though they preferred and had better individual grades on those that entailed preparation of didactic lectures. There was a sustained and cumulative improvement in teamwork skills over time. Similar improvement was noted with peer evaluations of communication skills, professionalism, and personal development over time.

Conclusions: This is the first report about such a longitudinal follow-up of medical students who were exposed to a large number of TBL sessions over two years. The results support the suggestion that TBL improves medical students’ team dynamics and their perceived self-learning, problem solving and communication skills, as well as their professionalism and personal development.

Acknowledgements

The authors wish to thank all AUBFM instructors and course coordinators for their continuous efforts in medical education innovations, and medical students for their positive attitude towards the curricular changes. This project was not funded by any research grant.

Disclosure statement

The authors report no declaration of interest.

Notes on contributors

Nathalie K. Zgheib, MD, is Leader for Research and Classroom Instruction, Program for Research and Innovation in Medical Education; and Associate Professor, Department of Pharmacology and Toxicology, Faculty of Medicine, American University of Beirut, Beirut, Lebanon.

Zakia Dimassi, MD, is Fellow, Medical Education Unit, Faculty of Medicine, American University of Beirut, Beirut, Lebanon.

Imad Bou Akl, MD, is Leader for Assessment, Program for Research and Innovation in Medical Education and Assistant Professor, Division of Pulmonary, Department of Internal Medicine, Faculty of Medicine, American University of Beirut, Beirut, Lebanon.

Kamal F. Badr, MD, is Leader for Faculty Development, Program for Research and Innovation in Medical Education; Professor, Division of Nephrology, Department of Internal Medicine and Associate Dean for Medical Education, Faculty of Medicine, American University of Beirut, Beirut, Lebanon.

Ramzi Sabra, MD, MHPE, is Director, Program for Research and Innovation in Medical Education; Professor and Chair, Department of Pharmacology and Toxicology and Assistant Dean for Undergraduate Medical Education, Faculty of Medicine, American University of Beirut, Beirut, Lebanon.