Implementing a modified team-based learning strategy in the first phase of an outcome-based curriculum Challenges and prospects

Ibrahim M. Inuwa, Maimouna Al-Rawahy, Sadhana Roychoudhry, Varna Taranikanti

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Background: Team-based learning (TBL) is an innovative form of collaborative learning. The aim of TBL is to create a motivational context in which students become accountable for their learning. Aim: Student attendance at didactic lecture sessions in our school is usually poor. A modified TBL approach in lieu of lectures was undertaken for the first time in a large class (150 students). This communication reports on the challenges of its implementation in our setting and preliminary data on its effects on student performance. Method: Using computer-based evaluation followed by an in-class activity, a modified TBL approach was implemented over two semesters during an introductory basic science course. Data on student performance, student motivation and faculty reflection were collected and analysed. Results: This strategy had significantly enhanced students' class attendance. They performed better on the built-in TBL assessment (IRAT) compared to standard in-course tests. Besides content mastery, TBL approach could also instill useful attitudinal outcomes such as self-directed learning. Conclusions: The TBL strategy is a viable and refreshing alternative to the usual didactic faculty engagement with the teaching process. Students appear to do better in tests built-in within TBL as compared to stand-alone in-course tests.

Original languageEnglish
JournalMedical Teacher
Volume34
Issue number7
DOIs
Publication statusPublished - Jul 2012

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learning strategy
Curriculum
Learning
curriculum
Students
learning
student
didactics
learning method
performance
semester
Motivation
Teaching
communication
science
evaluation
school

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

Implementing a modified team-based learning strategy in the first phase of an outcome-based curriculum Challenges and prospects. / Inuwa, Ibrahim M.; Al-Rawahy, Maimouna; Roychoudhry, Sadhana; Taranikanti, Varna.

In: Medical Teacher, Vol. 34, No. 7, 07.2012.

Research output: Contribution to journalArticle

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