title: Implementation of team-based learning in year 1 of a PBL based medical program: a pilot study.
abstract: BACKGROUND
  A traditional and effective form of teaching within medical education has been Problem Based Learning (PBL). However, this method of teaching is resource intensive, normally requiring one tutor for every ten students. Team-based learning (TBL) has gained recent popularity in medical education, and can be applied to large groups of up to 100 students. TBL makes use of the advantages of small group teaching and learning, but in contrast to PBL, does not need large numbers of teachers. This study sought to explore the efficacy of using TBL in place of PBL in Year 1 of a medical program.
  
  
  METHODS
  In Year 1 of the medical program, two iterations of TBL, with 20 students, were run following four iterations of PBL within the Cardiology teaching block. Student feedback following PBL and TBL was collected by questionnaire, using closed and open ended questions. Additionally, individual and team tests were held at the beginning of each TBL class, and results of each week were compared.
  
  
  RESULTS
  All students (n = 20) participated in the test in week 1, and 18/20 students participated in week 2. In total, 19/20 (95%) of students completed the questionnaires regarding their PBL and TBL experiences. The use of small groups, the readiness assurance tests, immediate feedback from an expert clinician, as well as time efficiency were all aspects of the TBL experience that students found positive. The clinical problem-solving activity, however, was considered to be less effective with TBL. There was a significant improvement (p = 0.004) in students' score from the week 1 assessment (median = 2) to the week 2 (median = 3.5) assessment. Interestingly, all teams but one (Team 1) achieved a lower score on their second week assessment than on their first. However, the lowest performing team in week 1 outperformed all other teams in week 2.
  
  
  CONCLUSIONS
  Students favoured many aspects of the TBL process, particularly motivation to do the pre-reading, and better engagement in the process. Additionally, the application of TBL principles meant the sessions were not reliant upon a large teacher to student ratio. Students, however, highlighted the need for more time within TBL for clinical problem-solving.
authors: Education Office, Sydney Medical School, University of Sydney, Sydney, NSW, 2006, Australia. annette.burgess@sydney.edu.au.
authors: Annette
authors: A
authors: Burgess
authors: Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia. tayt3176@uni.sydney.edu.au.
authors: Tom
authors: T
authors: Ayton
authors: Central Clinical School, Sydney Medical School, The University of Sydney, Sydney, NSW, Australia. craig.mellis@sydney.edu.au.
authors: Craig
authors: C
authors: Mellis
mesh_terms: D002309:Cardiology / Q000193:education*; D004504:Education, Medical, Undergraduate / Q000379:methods / Q000458:organization & administration*; D004521:Educational Measurement / Q000379:methods; D005246:Feedback; D006126:Group Processes; D006801:Humans; D010865:Pilot Projects; D018794:Problem-Based Learning / Q000379:methods / Q000458:organization & administration*; D015397:Program Evaluation; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires