The effect of using team learning in an evidence-based medicine course for medical students.

Full Abstract

BACKGROUND: We implemented team learning, an instructional method that fosters small-group learning, in an evidence-based medicine (EBM) course. Our goal was to align instructional methods with EBM practices. DESCRIPTION: Team learning provides an alternative to lectures in large-group settings. It involves out-of-class preparation followed by in-class readiness assurance tests and group application activities. We used the method to teach a 7-week course in EBM for 2nd-year students. We evaluated the course using student performance, external observation, and student focus groups. EVALUATION: Students performed well on all written assignments, indicating attainment of learning objectives. Observation data revealed a high level of student engagement in the classroom. Focus group data indicated that desired learning behaviors tended to occur but that many students devalued the method. CONCLUSION: Team learning served as a useful framework, enabling a large enrollment course to have small-group experiences without large numbers of faculty. The method fostered individual accountability and promoted teamwork--behaviors consistent with effective EBM practice. Students' lack of enthusiasm for the method may stem from their comfort with didactic lectures.

Author information

Author/s: Hunt, Daniel P (DP); Haidet, Paul (P); Coverdale, John H (JH); Richards, Boyd (B);

Affiliation: Department of Medicine-General Medicine, Baylor College of Medicine, One Baylor Plaza, Mail Code BTGH, Houston, TX, USA. danielh(-atsign-)bcm.tmc.edu

Journal and publication information

Publication Type: Journal Article; Research Support, U.S. Gov't, Non-P.H.S.

Journal: Teaching and learning in medicine (Teach Learn Med), published in United States. (Language: eng)

Reference: 2003-; vol 15 (issue 2) : pp 131-9

Dates: Created 2003/04/23; Completed 2003/08/05; Revised 2006/11/15;

PMID: 12708072, status: MEDLINE (last retrieved date: 2/18/2009)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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