A controlled study of team-based learning for undergraduate clinical neurology education

BMC Medical Education

Research Article

Yiong Huak Chan¹  Nigel CK Tan²  Nagaendran Kandiah²  Thirugnanam Umapathi²  Sze Haur Lee²  Kevin Tan² 

[1] Department of Biostatistics, Yong Loo Lin School of Medicine, National University Health System, 1E Kent Ridge Road, 119228, Singapore, Singapore;Office of Neurological Education, Department of Neurology, National Neuroscience Institute, 11 Jalan Tan Tock Seng, 308433, Singapore, Singapore;Department of Medicine, Yong Loo Lin School of Medicine, National University of Singapore, 1E Kent Ridge Road, 119228, Singapore, Singapore;

关键词: Passive Learning;    Active Learning Method;    Weak Student;    Neurological Emergency;    Audience Response System;   

DOI  :  10.1186/1472-6920-11-91

 received in 2011-05-29, accepted in 2011-10-30,  发布年份 2011

来源: Springer

【 摘 要 】

BackgroundTeam-based learning (TBL), a new active learning method, has not been reported for neurology education. We aimed to determine if TBL was more effective than passive learning (PL) in improving knowledge outcomes in two key neurology topics - neurological localization and neurological emergencies.MethodsWe conducted a modified crossover study during a nine-week internal medicine posting involving 49 third-year medical undergraduates, using TBL as the active intervention, compared against self-reading as a PL control, for teaching the two topics. Primary outcome was the mean percentage change in test scores immediately after (post-test 1) and 48 hours after TBL (post-test 2), compared to a baseline pre-test. Student engagement was the secondary outcome.ResultsMean percentage change in scores was greater in the TBL versus the PL group in post-test 1 (8.8% vs 4.3%, p = 0.023) and post-test 2 (11.4% vs 3.4%, p = 0.001). After adjustment for gender and second year examination grades, mean percentage change in scores remained greater in the TBL versus the PL group for post-test 1 (10.3% vs 5.8%, mean difference 4.5%,95% CI 0.7 - 8.3%, p = 0.021) and post-test 2 (13.0% vs 4.9%, mean difference 8.1%,95% CI 3.7 - 12.5%, p = 0.001), indicating further score improvement 48 hours post-TBL. Academically weaker students, identified by poorer examination grades, showed a greater increase in scores with TBL versus strong students (p < 0.02). Measures of engagement were high in the TBL group, suggesting that continued improvements in scores 48 hours post-TBL may result from self-directed learning.ConclusionsCompared to PL, TBL showed greater improvement in knowledge scores, with continued improvement up to 48 hours later. This effect is larger in academically weaker students. TBL is an effective method for improving knowledge in neurological localization and neurological emergencies in undergraduates.

【 授权许可】

CC BY   
© Tan et al; licensee BioMed Central Ltd. 2011