title: Team-based learning for midwifery education.
abstract: BACKGROUND
  Many US health care and education stakeholder groups, recognizing the need to prepare learners for collaborative practice in complex care environments, have called for innovative approaches in health care education. Team-based learning is an educational method that relies on in-depth student preparation prior to class, individual and team knowledge assessment, and use of small-group learning to apply knowledge to complex scenarios. Although team-based learning has been studied as an approach to health care education, its application to midwifery education is not well described.
  
  
  METHODS
  A master's-level, nurse-midwifery, didactic antepartum course was revised to a team-based learning format. Student grades, course evaluations, and aggregate American Midwifery Certification Board examination pass rates for 3 student cohorts participating in the team-based course were compared with 3 student cohorts receiving traditional, lecture-based instruction.
  
  
  RESULTS
  Students had mixed responses to the team-based learning format. Student evaluations improved when faculty added recorded lectures as part of student preclass preparation. Statistical comparisons were limited by variations across cohorts; however, student grades and certification examination pass rates did not change substantially after the course revision. Although initial course revision was time-consuming for faculty, subsequent iterations of the course required less effort.
  
  
  CONCLUSIONS
  Team-based learning provides students with more opportunity to interact during on-site classes and may spur application of knowledge into practice. However, it is difficult to assess the effect of the team-based learning approach with current measures. Further research is needed to determine the effects of team-based learning on communication and collaboration skills, as well as long-term performance in clinical practice. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health.
authors.forename: Tonia L
authors.identifier: http://orcid.org/0000-0002-1814-9298
authors.initials: TL
authors.lastname: Moore-Davis
authors.forename: Mavis N
authors.initials: MN
authors.lastname: Schorn
authors.forename: Michelle R
authors.initials: MR
authors.lastname: Collins
authors.forename: Julia
authors.initials: J
authors.lastname: Phillippi
authors.forename: Sharon
authors.identifier: http://orcid.org/0000-0003-1029-3110
authors.initials: S
authors.lastname: Holley
mesh_terms: D003299:Cooperative Behavior; D004506:Education, Nursing / Q000379:methods*; D004511:Education, Nursing, Graduate; D004521:Educational Measurement; D005178:Faculty; D005260:Female; D006126:Group Processes; D006801:Humans; D007858:Learning; D008880:Midwifery / Q000193:education*; D009721:Nurse Midwives / Q000193:education*; D011247:Pregnancy; D018794:Problem-Based Learning; D015397:Program Evaluation
keywords: faculty development; midwifery education; team-based learning