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


METHODS
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.


RESULTS
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.


CONCLUSIONS
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.
Hunt
Daniel P
DP
Department of Medicine-General Medicine, Baylor College of Medicine, One Baylor Plaza, Mail Code BTGH, Houston, TX, USA. danielh@bcm.tmc.edu
Haidet
Paul
P
Coverdale
John H
JH
Richards
Boyd
B
D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D019317:Evidence-Based Medicine / Q000193:education*; D017144:Focus Groups; D006801:Humans; D015397:Program Evaluation; D013663:Teaching / Q000379:methods*