Effects of using an integrated team-based and problembased learning approach for developing lifelong learning characteristics of first year medical students.

Objectives: To examine the effects of using an integrated team-based learning (TBL) with problembased learning (PBL) approach for developing lifelong learning in the professional development (PD1) course for first year medical students. Method: Mixed methods study examined the effects on learning of using an integrated TBL with PBL approach and also aimed at expanding the understanding of elements and factors influencing the development of lifelong learning characteristics of 124 first year medical students. A quasiexperimental, pre-post design was used, involving the collection of quantitative data, followed by a qualitative phase using focus group discussions. Results: Findings demonstrated that an integrated TBL with PBL approach is an effective teaching strategy, which delivered higher lifelong learning skill levels. The significant elements of the effective teaching strategy in the integrated TBL with PBL approach were the core elements of infrastructure (i.e., active processes of students, lecturers, tutor-monitored, peers, instructional techniques, student support services, content and problems acting as a stimulus for learning) and enabler factors (i.e., collaboration, trust, teamwork, time management, motivation and care for learning). Conclusion: The integrated TBL with PBL approach was an effective teaching strategy for developing lifelong learning characteristics of first year medical students at Naresuan University.