Abdominal injuries: Online team-based training of senior medical students is preferred over online class-based training.

OBJECTIVE: To explore the application and effect of team-based learning (TBL) based on network platform in teaching surgical abdominal emergency. METHODS: A total of 80 fourth-year medical students from our university's 5-year clinical medicine program were enrolled. They were randomly assigned to two groups: the control group (n = 40) used the online large class teaching method and the experimental group (n = 40) used the online TBL. The teaching effect of web-based TBL was evaluated by collecting the subjective evaluation of the experimental group and the objective test results of both groups through a questionnaire. RESULTS: Online TBL was well-received by most students. More than 80% of them found the teaching method interesting, and more than 90% of them gave a high rating to the improvement of their learning ability with online TBL. The experimental group scored significantly higher than the control group in the objective tests (p < 0.05). CONCLUSION: The network-based TBL is preferred by most students. TBL curricula are more conducive to medical student learning and engagement and have better learning outcomes.

A systematic review of online team based learning approaches in health professional education.

AIMS AND OBJECTIVES: The purpose of this study was to systematically review studies related to the use of online Team Based Learning (TBL) platforms with a focus on health professional education. The objectives were to identify best practices, highlight what technological platforms are effective for TBL processes and evaluate educational outcomes in terms of student experience, learning and preference. DESIGN: A systematic review of published TBL research was undertaken between August and October 2021 and supplemented in September 2022. DATA SOURCES: ERIC, PsycINFO, Scopus, Embase, Medline, and Cinahl databases were used. The keywords were identified from researchers' knowledge and PICO/PICo framework. REVIEW METHODS: Titles and abstracts were screened individually by two reviewers for eligibility. Data extraction was undertaken by two researchers independently and checked for consistency by discussion between the two. Articles were appraised using the Mixed Methods Appraisal Tool (MMAT). RESULTS: Out of 656 articles 14 were involved in the final review. All others were rejected due to duplication, ineligibility, or poor quality. The studies were from a range of countries and focussed on a range of health professionals including nursing. Inconsistencies in approaches for TBL, platforms used and mixed results in terms of outcomes were noted. There was no real consensus other than that TBL was equally as effective if carried out online or face-to-face, with no clear differences to outcomes related to satisfaction in online or traditional TBL approaches. CONCLUSIONS: It is recommended that further research is carried out into the outcomes of TBL on learning and experiences of students in health professional courses. The development and appraisal of integrated TBL platforms should be invested in and infrastructure and resources are put in place to support this.

A Qualitative Analysis on the Effectiveness of Peer Feedback in Team-Based Learning.

Introduction: There is limited information on medical students' perceptions of peer feedback in team-based learning (TBL), both in terms of its value and how it has affected them as they move forward in their careers. The primary goals of this study were to examine students' perceptions about their peer feedback experiences throughout medical school and into residency and to identify areas for improvement to develop a more valuable experience. Materials and Methods: This study utilized exploratory qualitative research. A total of six focus group sessions were conducted, in which each group consisted of medical students or residents. All participants were asked for their thoughts about peer feedback using semi-structured interviews. The sessions were transcribed and thematic analysis of student responses was completed by independent reviewers. Results: A total of 11 first-year, 12 second-year, 12 rising third-year, and 10 rising fourth-year medical students participated in the focus groups. In addition, three graduates participated in the study. Overall, four key themes were identified regarding the peer feedback experience. These included (1) preparation and training, (2) procedure and implementation, (3) evaluation of student feedback, and (4) student considerations. Discussion: The participants indicated that the idea of providing and receiving effective peer feedback throughout the medical school curriculum was a valuable experience. This analysis raised awareness about several potential areas of difficulty for students in regard to the peer feedback process used in TBL. Quality improvement initiatives may include educating students about the use of constructive feedback, adding self-reflection, or using oral instead of written feedback.

Very Short Answer Questions in Team-Based Learning: Limited Effect on Peer Elaboration and Memory.

Introduction: In team-based learning (TBL), single best answer questions (SBAQs) are traditionally used because immediate computer-assisted feedback facilitates team discussions. Recent improvements in digital marking systems and criticisms of non-analytical strategies in SBAQs have prompted the consideration of very short answer questions (VSAQs) as an alternative to SBAQs. We aim to compare the effect of VSAQs and SBAQs on peer elaboration and knowledge retention in TBL. Materials and Methods: Twenty-four second-year students from the Lee Kong Chian School of Medicine participated in a mixed-methods study that included a randomised controlled crossover trial with two intervention arms (TBL-VSAQs and TBL-SBAQs). Two TBL sessions were conducted, with one topic covered each. Students were randomly allocated into six teams of four members. Individual and team scores and completion times were measured, and students were surveyed on their TBL experience. A follow-up quiz on the same topics was administered two weeks later to assess knowledge retention. Results: Individuals scored lower for VSAQs than SBAQs in the second TBL topic (7.17 ± 1.52 versus 8.25 ± 1.48; p = 0.046), while findings in other metrics were non-significant. Follow-up quiz scores showed no significant difference in knowledge retention, although effect size and power were low. Students perceived VSAQs as more authentic and challenging, though most preferred the continued use of SBAQs for TBL. Discussion: VSAQs have a limited impact on peer elaboration and knowledge retention versus SBAQs in TBL. Conclusions: We should be circumspect about implementing VSAQs in TBL especially for medical students at the pre-clinical level. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-022-01716-5.

Comparison of Didactic Lectures and Activity-Based Learning for Teaching First-Professional MBBS Students in the Subject of Anatomy.

Background In the field of medical education, traditional methods of teaching and learning have been used for a long time. Various new methods of learning, like activity-based learning (ABL), case-based discussion (CBD), and problem-based learning (PBL), are laying the foundation for this modern era of teaching. This study was a comparative study conducted to determine the effectiveness of activity-based learning and traditional lectures by teaching two topics to MBBS first-year professional students. Aims The study compares the effectiveness of didactic lectures and activity-based learning for MBBS first-year professional students in the subject of anatomy.  Methodology The study was conducted in the Department of Anatomy Hind Institute of Medical Sciences, Barabanki, and included 100 MBBS (2022-2023) first-year students randomly assigned to Group A (n=50, 16 females and 34 males) and Group B (n=50, 23 females and 27 males) through chit methods. The participants were exposed to two different topics of anatomy in the form of activity-based learning as well as didactic lectures. Assessments were done immediately after the exposure in the form of a post-test, and results were analyzed for both groups. Result The results of the study showed that both activity-based learning and didactic lectures were effective in teaching the two topics, but the didactic lecture group had higher retention rates than the activity-based learning group. The mean score of post-tests of students who attended a didactic lecture on the brachial plexus (6.166± 2.11) was slightly higher than that obtained by students who attended activity-based learning (5.625 ± 2.12), but the p-value obtained was not significant (0.249). Whereas the mean of the scores of the post-test obtained by students who attended a didactic lecture on mammary gland was (8.45± 1.20), slightly lower than the mean of the scores of the post-test of students who attended activity-based learning on mammary gland (8.60± 1.16), but the p-value obtained was not significant (0.520). Conclusion This study provides evidence that didactic lectures play an important role in teaching anatomy to MBBS first-year students and cannot be replaced by activity-based learning alone. Lectures followed by activity-based learning can prove to be a newer and more effective teaching-learning method with better outcomes in the form of retention and conceptual understanding of the topics in anatomy.

Exploration of O-PIRTAS Flipped Classroom Combined with TBL in Quality Education of Basic Medical Courses ———Taking the Molecular Mechanism of Cellular Signal Transduction as an Example / 中国生物化学与分子生物学报

Basic medicine is the starting point to contact medicine for students, and also the key period for the formation of professional ethics and core qualities. While imparting basic professional knowledge, it is necessary and effective to integrate ability training and value guidance into the whole person education and carry out the fundamental task of building moral principle and cultivating students. Based on the high-quality resources of national online first-class courses, the teaching team combined the advantages of O-PIRTAS flipped classroom and TBL teaching, and explored the molecular mechanism of cell signal transduction in practice. Through introducing rich and diversified materials and cases, such as Nobel Prize research process, major research achievements of Chinese scholars, frontier progress of disciplines, mechanism of action of targeted drugs, clinical diseases, etc, students were guided to gain knowledge, exercise ability and improve quality via discussion and cooperation. Through the interactive links of online and offline, in-class and out-of-class, individual and team, listening and speaking, learning and practice, basic theory and extension and exploration, students’ abilities in autonomous learning, team cooperation, communication and expression had been significantly improved and they had a deeper understanding of scientific spirit and humanistic spirit. At the same time, students have been trained with preliminary dialectical thinking and innovation consciousness, enhanced sense of mission and national confidence, and strong professional concept of serving people’ s health. The teaching team believes that the high-quality resources and the control of exploration activities are important steps to improve the teaching effect of O-PIRTAS flipped classroom combined with TBL.

Comparison of Team-Based Learning Over Conventional Didactic Lecture Among Second-Year MBBS Students.

Introduction Team-based learning (TBL) is an active and structured learning process. This study was undertaken to develop interest among the students over the subject and to analyze the academic performance over routine conventional lecture method of teaching. This was a comparative study organized to know the effectiveness of TBL over conventional didactic lecture (CDL) and also to assess the student's perception towards TBL. Methods This was an interventional study where second-year MBBS students took part. Students were divided into two groups and the same topic was discussed by using two different teaching-learning methods. Similar sessions were conducted with crossing over of groups for four different topics and assessments were done after each session simultaneously for both the groups and the results were analyzed. Results Assessment of each session has been counted and the mean marks with standard deviation have been tabulated for both groups A & B. The results were statistically significant for the TBL group. Students' perception was also evaluated by using 5-point Likert scale for both the teaching methods, which revealed statistically significant score for TBL over CDL with the a p-value of 0.001. Conclusion Overall, TBL was a good teaching-learning method according to the students' performance and perception. Interactive innovative and small-group sessions can be an effective tool to overcome the limitation of conventional method.

Meeting the challenge of teaching bioethics: a successful residency curricula utilizing Team-Based Learning.

BACKGROUND: Despite recognition by both the Accreditation Council of Graduate Medical Education (ACGME) and the American Board of Paediatrics (ABP) of the importance of bioethics education, curricular crowding, lack of perceived significance, and insufficient administrative support remain significant barriers to trainees gaining competency in bioethics. Few bioethics curricula at the graduate medical education level are evidence-based or comprehensive. We sought to develop and assess the effectiveness of a Team Based Learning (TBL) curriculum in improving residents' bioethics knowledge and their ability to evaluate ethical dilemmas. METHODS: We integrated L. Dee Fink's curricular design principles of "Significant Learning," Jonsen et. al's "Four-Box Method" of ethical analysis, and ABP bioethics content specifications to create 10 TBL bioethics sessions. Paediatric residents at a major academic centre then completed a 3-year longitudinal, integrated TBL-based bioethics curriculum. Primary outcomes included individual and group readiness assessment tests (iRAT/gRAT), pre-work completion, and satisfaction with sessions. RESULTS: The TBL-based bioethics curriculum contains 10 adaptable modules. Paediatric residents (n = 348 total resident encounters) were highly engaged and satisfied with the curriculum. gRAT scores (mean 89%) demonstrated significant improvement compared to iRAT scores (72%) across all TBLs and all post-graduate years (p < .001). Higher gRAT scores correlated with higher level of training. Although pre-work completion was low (28%), satisfaction was high (4.42/5 on Likert scale). CONCLUSIONS: Our TBL-based bioethics curriculum was effective in improving knowledge, practical and flexible in its implementation, and well-received. We attribute its success to its grounding in ethical theory, relevance to ABP specifications, and a multi-modal, engaging format. This curriculum is easily modified to different specialties, virtual formats, or other specific institutional needs.Key messagesDespite formidable challenges to teaching bioethics in residency education, evidence-based methods such as Team-Based Learning (TBL) can be employed to increase knowledge and satisfaction.This study reports the first successful TBL bioethics curriculum, planned and executed longitudinally over 3 years, with paediatric residents at a large academic children's hospital in the US.TBL can be utilised to teach bioethics at the graduate medical education level and is adaptable to different situational factors, disciplines, and levels of clinical experience.

Evaluating the effect of flipped classroom combined with TBL by DOPS in clinical practice teaching for interns in ophthalmology / 国际眼科杂志(Guoji Yanke Zazhi)

AIM: To explore the effect of flipped classroom combined with team-based learning(TBL)in ophthalmology practice teaching by applying directly observed procedural skills(DOPS). METHODS: A total of 54 students of clinical medicine “5+3” integration and clinical medicine for five years, interned at the department of ophthalmology from June 15th to November 14th, 2021 were divided into traditional teaching group(group A)and flipped classroom combined with TBL group(group B). The teaching effects of slit lamp microscopy and direct ophthalmoscopy in group A and group B were compared by DOPS score, and Mann-Whitney U test was used for statistical analysis.RESULTS: Total DOPS score for slit-lamp microscopy in group A was 59(58.00, 60.00)points,which was significantly lower than that of group B 63(61.00,65.00)points(P&#x003C;0.001). The DOPS score for direct ophthalmoscopy in group A was 63(61.00, 63.75)points, which was significantly lower than that of group B, 66(63.75,66.25)points(P&#x003C;0.001). In the two operations and especially in the aspects of “understanding of complications,relevant anatomical structure and proficiency in operation”“preparatory work” and “technical ability of operation”, the scores of group B was significantly higher than those of group A(P&#x003C;0.05).CONCLUSION: Flipped classroom combined with TBL has significant advantages in clinical practice teaching for interns in ophthalmology, which is worthy of promotion and application compared with traditional teaching.

Team-based learning versus traditional didactic lectures in teaching clinical biochemistry at King Abdulaziz University; learning outcomes and student satisfaction.

Team-based learning (TBL), which encourages students to become active rather than passive learners, has gained world-wide popularity in medical education due to its proven positive effect on more than one aspect of the educational process. At King Abdulaziz University (KAU), clinical biochemistry is still taught in the form of didactic lectures, and while there is a need for introducing active learning, student learning response from TBL has not been explored. In this quasi-experimental non-equivalent comparison group design, we compared learning outcomes and student satisfaction in a clinical biochemistry course taught either via TBL to second year clinical nutrition students (n = 33) or via traditional lectures to same year nursing students (n = 70). The same summative post-course exam was given to both student groups to assess impact on learning. Focus group discussion and a self-administered questionnaire were used to gain insight into clinical nutrition students' level of satisfaction with TBL. In the post-course exam results of recall and reasoning questions, nursing students (Lectures) scored an average of 38% ± 2.4 in the recall questions while clinical nutrition students (TBL) scored higher with an average of 74.5% ± 4.3 (p < .0001). In reasoning questions, nursing students (Lectures) scored lower than clinical nutrition students (TBL), 23% ± 2.7 versus 40% ± 4.2, respectively (p < .001). In comparing results of pre- and post-test recall questions within each group, there was no significant difference between pre- and post-results for nursing students (Lectures) while clinical nutrition students (TBL) showed a significant increase in post-versus pre-test results of 71% versus 41% (p < .0001). In the final summative post-course exam, nursing students scored an average of 60% ± 2.4 while clinical nutrition students (TBL) scored significantly higher with an average of 78% ± 2.4 (p < .001). Qualitative studies revealed that accountability and team-work were positive aspects perceived by students regarding TBL. The study showed that 84% of surveyed students enjoyed the experience, however, when asked about challenges self-study was their main challenge. TBL proved to be a successful, learner-centered approach for clinical nutrition students at KAU in their clinical biochemistry course resulting in improved learning outcomes and higher student satisfaction when compared with traditional didactic methods of teaching.

Class Size and Student Performance in a Team-Based Learning Course.

High-enrollment university courses can be associated with decreased student learning and course satisfaction. In these large classes, students report feelings of isolation, reduced faculty interaction, and less motivation. Here we address whether team-based learning (TBL), a highly interactive and collaborative form of active learning, can improve the student experience in larger undergraduate neuroscience courses. Specifically, we analyzed student performance on summative assessments, as well as survey responses on measures of the classroom environment from a single TBL course, taught over a range of enrollment sizes (19-103 students). While the higher enrollment course terms had decreased ratings of course quality compared to the lower enrollment terms, we also found that student performance on exams was similar across all course term sizes. Furthermore, we observed no differences across class sizes for most measures of classroom dynamics and course characteristics. Taken together, our data suggest that the content knowledge outcomes and many aspects of the classroom environment were not negatively impacted in the higher enrollment versions of this TBL course.

Comparing Active Learning to Team-Based Learning in Undergraduate Neuroscience.

Team-based learning (TBL) is a special form of collaborative learning that involves the use of permanent working teams throughout the semester. In this highly structured and interactive teaching method, students perform preparatory activities outside of class to gain factual knowledge and understand basic concepts. In class, students collaborate with peers to apply content, analyze findings, and synthesize new ideas. To better understand the learning outcomes specific to TBL courses, we analyzed end-of-semester course evaluations from an undergraduate neuroscience course taught using either a moderate structure active learning or TBL format. Our analysis reveals that the TBL taught classes had significantly higher levels of self-reported learning in the areas of gaining, understanding, and synthesizing knowledge. We propose that these gains are driven by the TBL readiness assurance process and peer evaluations. Both of these structural components are expected to increase student accountability, motivation, and engagement with course content.

Taking CBL to the Lecture Hall: a Comparison of Outcomes Between Traditional Small Group CBL and a Novel Large Group Team-Based CBL Teaching Method.

PURPOSE: Case-based learning (CBL), an important component of medical school curricula, is an effective inquiry-based teaching method associated with high levels of student and teacher satisfaction. However, because traditional CBL requires small groups, its feasibility is limited by faculty and resources. We developed and tested a novel team-based CBL (TB-CBL) method to be implemented in the lecture hall. METHODS: All second-year students at our institution (n = 121) were randomized to either traditional small group CBL or TB-CBL during the Endocrine block and to the other modality during the Renal block. All students were exposed to both methods. Case content was identical, and sessions were run concurrently. This cross-over, non-inferiority study tested the hypothesis that no difference in knowledge acquisition, clinical reasoning, or student satisfaction would be detected between groups. RESULTS: Based on student performance on case-relevant exam questions, no difference in knowledge acquisition was seen between groups for either block (p = 0.62 Endocrine, p = 0.38 Renal). There was also no difference in overall final exam performance between groups (p = 0.56 Endocrine, p = 0.26 Renal). Case-relevant script concordance testing revealed no difference in clinical reasoning skills between groups (p = 0.87 Endocrine, p = 0.17 Renal). Satisfaction was higher for the TB-CBL format (p = 0.005). Cost analysis revealed that each small group CBL session costs $2654, while each TB-CBL session costs approximately $221. CONCLUSIONS: TB-CBL, a novel case-based teaching method, appears to produce similar learner outcomes and higher student satisfaction when compared with small group CBL. TB-CBL may be used to supplement case-based curricula while optimizing resource allocation.

Exploration of an Integrated Active Learning Strategy to Balance Student Workload in a Mixed Level Research Methods Course.

This article was migrated. The article was marked as recommended. Team Base Learning (TBL) and Process Oriented Guided Inquiry Learning (POGIL) are two very distinct active learning and teaching pedagogies, both of which focus on team interactions to facilitate learning. TBL and POGIL literature have both been remiss in addressing their applicability in solving workload imbalance within the team paradigms respective of their individual pedagogy. In this study, we merged integral components of both TBL and POGIL teaching strategies to address perceived imbalance in student workload that were revealed through analysis of initial course evaluations from a mixed level (masters and doctoral level students) Research Methods course. As a result of findings from analyses of initial course evaluations, teams were established based on the integration of TBL and POGIL components in the subsequent course offering.

Implementation of Team-Based Learning: a Tale of Two New Medical Schools.

Team-based learning (TBL) is gaining popularity at medical schools transitioning from lecture-based to active learning curricula. Here, we review challenges and opportunities faced in implementing TBL at 2 new medical schools. We discuss the importance of using meaningful TBL grades as well as the role TBL plays in developing critical reasoning skills and in early identification of struggling students. We also discuss how the concurrent use of learning strategies with different incentive structures such as problem- and case-based learning could foster the development of well-rounded physicians. We hope this monograph helps and even inspires educators implementing TBL at their schools.

Interprofessional education through a telehealth team based learning exercise focused on pharmacogenomics.

BACKGROUND: Traditional interprofessional educational (IPE) exercises are those where learning exists "about, from, and with" trainees in two or more professions in order to prepare health sciences professionals to work on interprofessional teams. One emerging difficulty with IPE is the paucity of health profession students at single institutions, and the geographic and financial constraints of multi-institutional collaboration. INTERPROFESSIONAL EDUCATION ACTIVITY: To circumvent these barriers, we developed a multi-institution telehealth team-based learning (TBL) event between medical and pharmacy students on the topic of pharmacogenomics (PGx). Using a validated pre-post survey design, student attitudes and perceptions were measured before and after an educational intervention designed to simulate interprofessional telehealth collaboration. The survey results showed significant improvement across all areas of student attitudes toward interprofessional collaboration. Also, medical student PGx confidence increased substantially during the exercise even though the only PGx instruction they received was from pharmacy students. DISCUSSION: These data demonstrate that learning exists "about, from, and with" trainees in other professions, even if they do not physically train in the same location. Free tools are available to create virtual interactions between students on different campuses, and telehealth exercises using these tools are a valid way to conduct IPE across different campuses. The instructional experience does not need to be identical for all participants in the IPE event; rather, tailoring the educational experience to each group of students provides opportunities for inter-student teaching.

Faculty perception of team-based learning over multiple semesters.

INTRODUCTION: Perspectives from faculty regarding team-based learning (TBL) are not well understood. Previous studies describe faculty preference for TBL due to increased student interaction despite requiring increased time for design. The perception of changes in faculty workload over multiple semesters has not been measured. This research evaluates faculty workload and perceived student engagement after implementing TBL in a required non-prescription medication course over multiple semesters. METHODS: TBL was implemented in the non-prescription medication course and continued for three consecutive semesters. Faculty members' perception of TBL was captured using an anonymous survey. The survey was an 11 item questionnaire with five Likert-type response options to identify changes in workload, training, and student interaction using TBL. RESULTS: Twenty-eight total responses were collected from 10 faculty members who taught in at least one of the four semesters. Results were aggregated based on the number of semesters faculty continually taught in the course. More respondents agreed than disagreed that participation from and interactions with students increased with the TBL course compared to traditional lectures. However, more respondents believed the TBL course approach was more difficult and reported increased workload in the initial semester taught. Enjoyment of teaching increased for a majority of respondents. DISCUSSION AND CONCLUSIONS: This is the first study to explore the impact of TBL implementation over multiple semesters. These data can be used to help implement TBL in pharmacy school curricula.

Practice of TBL teaching in pharmacology teaching for foreign students / 中华医学教育探索杂志

Objective To evaluate the effect of TBL (team-based learning) method in pharmacology teaching for the foreign students of clinical medicine. Methods In the course of pharmacology teaching of the foreign students of clinical medicine, TBL method was performed in the 2012-year students and tradi-tional teaching method was performed in the 2011-year students. After the teaching, students' grades in the ordinary performance, their final exam scores and their evaluation of the two teaching methods were com-pared. Graph pad 5 was used to analyze the data and the t test was performed. Results The average ordi-nary performance of the students with TBL was significantly higher than that with the traditional teaching [(84.94 ±12.66) vs. (72.30 ±4.90), P=0.000] and the final examination scores were significantly im-proved [(74.00±6.76) vs. (69.00±6.20), P=0.023]. The survey showed students were more satisfied with the TBL teaching mode than traditional teaching mode [(8.40±0.71) vs. (7.12±1.07), P=0.000]. Conclusion TBL teach-ing mode can effectively improve the pharmacology teaching effect of foreign students.

Team-based learning increases active engagement and enhances development of teamwork and communication skills in a first-year course for veterinary and animal science undergraduates.

Team-based learning (TBL) was implemented into a first-year course (Principles in Animal Behaviour, Welfare and Ethics) for BSc Veterinary Bioscience (VB) and Animal Science (AS) students. TBL is now used widely in teaching medical students, but has had more limited uptake in veterinary education. This study reports its use over 2 years with cohorts of 126 and 138 students in 2011 and 2012, respectively. Average individual marks for multiple-choice question (MCQ) tests in the Readiness Assurance component of TBL were higher for the teams than for individuals for each session, explicitly demonstrating the advantages of teamwork. Students reported that they felt actively involved and that TBL helped them both with their learning and in developing other important skills, such as teamwork and communication. Qualitative analysis of written feedback from the students revealed positive themes of discussion, application, revelation, socializing, engagement, clarification, and retention/revision. In 2011 negative comments included the need to shorten the TBL sessions, but in 2012 tightening of the timelines meant that this was no longer a major concern. Requests to provide better introductory and background materials and ambiguity in questions in the TBL activities were what students least liked about the TBL. However, most comments were positive rather than negative in nature, and many students preferred the TBL to lectures. With requirements for curricula to teach professional skills, such as communication and teamwork, and the positive results from TBL's implementation, it is hoped that this study will encourage others to trial the use of TBL in veterinary education.

Using team-based learning in an endocrine module taught across two campuses.

OBJECTIVES: To implement a team-based learning (TBL) format in an endocrine module to promote students' active learning in a course delivered to 2 campuses. METHODS: Course lectures were transformed into 13 TBL sessions consisting of content pre-assignments (self-directed learning), in-class readiness assurance tests (accountability), and team problem solving of patient cases and faculty-led class discussion (knowledge application). Student performance was evaluated through multiple assessments during the TBL sessions and on unit examinations. Students evaluated each individual TBL session and the course as a whole. RESULTS: Course grades were higher using the TBL method compared to the traditional lecture-based method that was used previously. Individual readiness assurance tests and team contribution scores significantly predicted overall course grades (p<0.001). Students accepted the change in course format as indicated by course evaluation results. CONCLUSIONS: TBL is an effective active-learning, instructional strategy for courses with large student-to-faculty ratios and distance education environments.