Student performance and faculty perception after transition to team-based learning in a drug-induced disease elective

Purpose: Compare student performance and faculty perception in a fourth year elective course following transition from lecture-based format to team-based learning (TBL)

Methods: A drug induced disease elective is offered each year as a fourth year, month-long elective course. Student performance was compared in the drug-induced disease elective course the year prior to and following implementation of TBL using a percentage of total points earned. Student grades were compared using the independent samples t-test.  Faculty perception of TBL was determined from survey responses.

Results: Twenty-two students were enrolled in the lecture-based course and 28 in the TBL course. Student performance was similar between the lecture-based and TBL courses when percentage of total points earned was compared (p=0.898; 85.24 vs. 84.46, respectively). Cumulative GPA prior to entry into the course was not statistically different between the two groups (p=0.579; 3.48 vs 3.46, respectively). All 8 faculty who taught in the TBL course had prior teaching experience in lecture-based classes, 5 had experience teaching class using some form of active learning, and 2 had no experience with active learning. All faculty perceived the most rewarding aspect of TBL to be observation of student learning through group discussion.  Most faculty (75%) “agreed” that their impact on student learning was greater with TBL than lecture-based. All faculty “agreed” or “strongly agreed” they would consider implementing team-based learning into future courses. 

Conclusion: Student performance in a TBL course was similar to lecture-based. Faculty found this method of teaching effective and rewarding.