Introduction of team-based learning improves understanding of glucose metabolism in biochemistry among undergraduate students.

Publisher: John Wiley & sons Country of Publication: United States NLM ID: 100970605 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1539-3429 (Electronic) Linking ISSN: 14708175 NLM ISO Abbreviation: Biochem Mol Biol Educ Subsets: MEDLINE

Publication: 2002- : Hoboken, NJ : John Wiley & sons
Original Publication: Oxford, UK : Elsevier, c2000-

Group Processes*; Biochemistry/*education ; Education, Medical, Undergraduate/*methods ; Educational Measurement/*methods ; Glucose/*metabolism ; Problem-Based Learning/*methods ; Students, Medical/*psychology; Curriculum ; Female ; Humans ; Male ; Peer Group ; Schools, Medical ; Surveys and Questionnaires

Team-based learning (TBL) is an active learning method used in many educational institutions. However, there are few examples of its use in basic medicine, such as biochemistry in medical schools. This study used TBL to teach glucose metabolism to first-year medical students. The process was in four phases: preclass preparation, readiness assurance tests, advanced questions, and a TBL test, with peer evaluation and a questionnaire. There were positive correlations between the TBL test, peer evaluation, and individual readiness test performance. Tests were taken immediately after learning and 2 weeks later, and scores decreased significantly less with TBL than traditional lectures (-2.3% vs. -17.5%). This suggests that TBL was more effective than traditional lectures in supporting knowledge retention. We used a Moodle system to facilitate communication between students and teachers, and this was evaluated positively by both groups. It was particularly useful for managing TBL. These findings suggest that TBL could be used to improve student performance in biochemistry.
(© 2020 International Union of Biochemistry and Molecular Biology.)

Adib-Hajbaghery M, Aghajani M. Traditional lectures, Socratic method and student lectures: which one do the students prefer? WebmedCentral Med Educ. 2011;2(3):WMC001746.
Michaelsen LK, Dean X, Parmelee DX, McMahon KK, Levine RE, editors. Team-based learning for health professions education: a guide to using small groups for improving learning. Sterling, VA: Stylus; 2008.
Michaelsen LK, Knight AB, Fink LD, editors. Team-based learning: a transformative use of small groups in college teaching. Westport, CT: Praeger; 2002.
Zgheib NK, Simaan JA, Sabra R. Using team-based learning to teach pharmacology to second year medical students improves student performance. Med Teach. 2010;32(2):130-5.
Clark MC, Nguyen HT, Bray C, Levine RE. Team-based learning in an undergraduate nursing course. J Nurs Educ. 2008;47(3):111-7.
Reimschisel T, Herring AL, Huang J, Minor TJ. A systematic review of the published literature on team-based learning in health professions education. Med Teach. 2017;39(12):1227-37.
Grady SE. Team-based learning in pharmacotherapeutics. Am J Pharm Educ. 2011;75(7):136.
Frame TR, Cailor SM, Gryka RJ, Chen AM, Kiersma ME, Sheppard L. Student perceptions of team-based learning vs traditional lecture-based learning. Am J Pharm Educ. 2015;79(4):51.
Jones SE. Reflections on the lecture: outmoded medium or instrument of inspiration? J Further Higher Educ. 2007;31(4):397-406.
Huggins CM, Stamatel JP. An exploratory study comparing the effectiveness of lecturing versus team-based learning. TeachSociol. 2015;43(3):227-35.
Rotgans JI, Rajalingam P, Ferenczi MA, Low-Beer N. A students' model of team-based learning. Health Prof Educ. 2018;5:294-302. https://doi.org/10.1016/j.hpe.2018.10.003.
Michaelsen LK, Sweet M. The essential elements of team-based learning. New Dir Teach Learn. 2008;2008(116):7-27.
Michaelsen LK, Davidson N, Major CH. Team-based learning practices and principles in comparison with cooperative learning and problem-based learning. J Excell Coll Teach. 2014;25(3-4):57-84.
Lerner JS, Tetlock PE. Accounting for the effects of accountability. Psychol Bull. 1999;125(2):255-75.
Bengü E. Application of team-based learning at a health science course: a case study. Athens J Educ. 2019;6(1):77-92.
Parmelee DX, DeStephen D, Borges NJ. Medical students' attitudes about team-based learning in a pre-clinical curriculum. Med Educ Online. 2009;14(1):4503. https://doi.org/10.3885/meo.2009.Res00280.
Emke AR, Butler AC, Larsen DP. Effects of team-based learning on short-term and long-term retention of factual knowledge. Med Teach. 2015;38(3):1-6.
Rezaee R, Moadeb N, Shokrpour N. Team-based learning: a new approach toward improving education. Acta Med Iran. 2016;54(10):678-82.
Mcinerney MJ, Fink LD. Team-based learning enhances long-term retention and critical thinking in an undergraduate microbial physiology course. Microbiol Educ. 2003;4:3-12.
Nieder GL, Parmelee DX, Stolfi A, Hudes PD. Team-based learning in a medical gross anatomy and embryology course. Clin Anat. 2005;18(1):56-63.
Terenzini PT, Cabrera AF, Colbeck CL, Parente JM, Bjorklund SA. Collaborative learning vs. lecture/discussion: students' reported learning gains. J Eng Educ. 2001;90(1):123-30.
Dale E. Audio-visual methods in teaching. 3rd ed. New York, NY: Holt, Rinehart & Winston; 1969.
Obad AS, Peeran AA, Shareef MA, Alsheikh WJ, Kalagi DA, AlAmodi AA, et al. Assessment of first-year medical students' perceptions of teaching and learning through team-based learning sessions. Adv Physiol Educ. 2016;40(4):536-42.
Huang Z, Li M, Zhou Y, Ao Y, Xin W, Jia Y, et al. Modified team-based learning in an ophthalmology clerkship in China. PLoS One. 2016;11(4):e0154250. https://doi.org/10.1371/journal.pone.0154250.
Abdelkhalek N, Hussein A, Gibbs T, Hamdy H. Using team-based learning to prepare medical students for future problem-based learning. Med Teach. 2010;32(2):123-12.
Team-based learning collaborative: http://www.teambasedlearning.org/.
Chhabra N, Kukreja S, Chhabra S, Chhabra S, Khodabux S, Sabane H. Team-based learning strategy in biochemistry: perceptions and attitudes of faculty and 1st-year medical students. Int J Appl Basic Med Res. 2017;7(1):S72-7.

Keywords: biochemistry; learning effect; team-based learning

IY9XDZ35W2 (Glucose)

Date Created: 20201230 Date Completed: 20210927 Latest Revision: 20210927

20231215

10.1002/bmb.21485

33378596