Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum

Abstract To potentially improve second-year medical students’ peer engagement and learning outcomes, we modified 2 weeks of an 8-week hybrid problem-based learning (PBL) curriculum to include team-based learning (TBL) strategies and a greater emphasis on discussion during PBL activities. Evaluation...
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Autor*in:	Vogeltanz-Holm, Nancy [verfasserIn] Olson, Linda M. Borg, Kurt E. Hill, Thomas M.

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2014

Schlagwörter:	Problem-based learning Team-based learning Preclinical medical education

Anmerkung:	© International Association of Medical Science Educators 2014

Übergeordnetes Werk:	Enthalten in: Medical Science Educator - New York, NY [u.a.] : Springer, 2011, 24(2014), 1 vom: 04. Feb., Seite 125-133
Übergeordnetes Werk:	volume:24 ; year:2014 ; number:1 ; day:04 ; month:02 ; pages:125-133

Links:	Volltext

DOI / URN:	10.1007/s40670-014-0008-3

Katalog-ID:	SPR03768387X

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520			\|a Abstract To potentially improve second-year medical students’ peer engagement and learning outcomes, we modified 2 weeks of an 8-week hybrid problem-based learning (PBL) curriculum to include team-based learning (TBL) strategies and a greater emphasis on discussion during PBL activities. Evaluation of this combined PBL–TBL 2-week curriculum (Study 1) included anonymous student and faculty ratings of their curricular experiences before, during, and after the new 2-week PBL–TBL activities and comparison of students’ end of block examination scores with a control group of students who did not have the PBL–TBL activities. Results were that students and faculty rated the 2 weeks in which the combined PBL–TBL was introduced as more positive on several items related to engagement, productivity, and skills development compared to the PBL-only weeks. Students’ scores on in-common multiple choice and clinical case essay examination questions were significantly higher than control cohorts’ scores regardless of academic class rank. In the following academic year (2011), we incorporated PBL–TBL into a full 8-week block. Anonymous student and faculty surveys at end of block were consistent with ratings in 2010. Analyses of students’ end of block examination scores compared to a 2009 control cohort found no overall significant differences for in-common questions; however, students in the lower third of class ranks in 2011 had significantly improved multiple choice examination scores compared to those from 2009. We conclude that incorporating TBL activities into PBL curricula that include student discussion is an effective strategy for improving second-year medical students’ engagement, self-perceived skill development and productivity, and performance outcomes for students with lower academic ranks.
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allfields	10.1007/s40670-014-0008-3 doi (DE-627)SPR03768387X (SPR)s40670-014-0008-3-e DE-627 ger DE-627 rakwb eng Vogeltanz-Holm, Nancy verfasserin aut Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © International Association of Medical Science Educators 2014 Abstract To potentially improve second-year medical students’ peer engagement and learning outcomes, we modified 2 weeks of an 8-week hybrid problem-based learning (PBL) curriculum to include team-based learning (TBL) strategies and a greater emphasis on discussion during PBL activities. Evaluation of this combined PBL–TBL 2-week curriculum (Study 1) included anonymous student and faculty ratings of their curricular experiences before, during, and after the new 2-week PBL–TBL activities and comparison of students’ end of block examination scores with a control group of students who did not have the PBL–TBL activities. Results were that students and faculty rated the 2 weeks in which the combined PBL–TBL was introduced as more positive on several items related to engagement, productivity, and skills development compared to the PBL-only weeks. Students’ scores on in-common multiple choice and clinical case essay examination questions were significantly higher than control cohorts’ scores regardless of academic class rank. In the following academic year (2011), we incorporated PBL–TBL into a full 8-week block. Anonymous student and faculty surveys at end of block were consistent with ratings in 2010. Analyses of students’ end of block examination scores compared to a 2009 control cohort found no overall significant differences for in-common questions; however, students in the lower third of class ranks in 2011 had significantly improved multiple choice examination scores compared to those from 2009. We conclude that incorporating TBL activities into PBL curricula that include student discussion is an effective strategy for improving second-year medical students’ engagement, self-perceived skill development and productivity, and performance outcomes for students with lower academic ranks. Problem-based learning (dpeaa)DE-He213 Team-based learning (dpeaa)DE-He213 Preclinical medical education (dpeaa)DE-He213 Olson, Linda M. aut Borg, Kurt E. aut Hill, Thomas M. aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 24(2014), 1 vom: 04. Feb., Seite 125-133 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:24 year:2014 number:1 day:04 month:02 pages:125-133 https://dx.doi.org/10.1007/s40670-014-0008-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2014 1 04 02 125-133
spelling	10.1007/s40670-014-0008-3 doi (DE-627)SPR03768387X (SPR)s40670-014-0008-3-e DE-627 ger DE-627 rakwb eng Vogeltanz-Holm, Nancy verfasserin aut Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © International Association of Medical Science Educators 2014 Abstract To potentially improve second-year medical students’ peer engagement and learning outcomes, we modified 2 weeks of an 8-week hybrid problem-based learning (PBL) curriculum to include team-based learning (TBL) strategies and a greater emphasis on discussion during PBL activities. Evaluation of this combined PBL–TBL 2-week curriculum (Study 1) included anonymous student and faculty ratings of their curricular experiences before, during, and after the new 2-week PBL–TBL activities and comparison of students’ end of block examination scores with a control group of students who did not have the PBL–TBL activities. Results were that students and faculty rated the 2 weeks in which the combined PBL–TBL was introduced as more positive on several items related to engagement, productivity, and skills development compared to the PBL-only weeks. Students’ scores on in-common multiple choice and clinical case essay examination questions were significantly higher than control cohorts’ scores regardless of academic class rank. In the following academic year (2011), we incorporated PBL–TBL into a full 8-week block. Anonymous student and faculty surveys at end of block were consistent with ratings in 2010. Analyses of students’ end of block examination scores compared to a 2009 control cohort found no overall significant differences for in-common questions; however, students in the lower third of class ranks in 2011 had significantly improved multiple choice examination scores compared to those from 2009. We conclude that incorporating TBL activities into PBL curricula that include student discussion is an effective strategy for improving second-year medical students’ engagement, self-perceived skill development and productivity, and performance outcomes for students with lower academic ranks. Problem-based learning (dpeaa)DE-He213 Team-based learning (dpeaa)DE-He213 Preclinical medical education (dpeaa)DE-He213 Olson, Linda M. aut Borg, Kurt E. aut Hill, Thomas M. aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 24(2014), 1 vom: 04. Feb., Seite 125-133 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:24 year:2014 number:1 day:04 month:02 pages:125-133 https://dx.doi.org/10.1007/s40670-014-0008-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2014 1 04 02 125-133
allfields_unstemmed	10.1007/s40670-014-0008-3 doi (DE-627)SPR03768387X (SPR)s40670-014-0008-3-e DE-627 ger DE-627 rakwb eng Vogeltanz-Holm, Nancy verfasserin aut Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © International Association of Medical Science Educators 2014 Abstract To potentially improve second-year medical students’ peer engagement and learning outcomes, we modified 2 weeks of an 8-week hybrid problem-based learning (PBL) curriculum to include team-based learning (TBL) strategies and a greater emphasis on discussion during PBL activities. Evaluation of this combined PBL–TBL 2-week curriculum (Study 1) included anonymous student and faculty ratings of their curricular experiences before, during, and after the new 2-week PBL–TBL activities and comparison of students’ end of block examination scores with a control group of students who did not have the PBL–TBL activities. Results were that students and faculty rated the 2 weeks in which the combined PBL–TBL was introduced as more positive on several items related to engagement, productivity, and skills development compared to the PBL-only weeks. Students’ scores on in-common multiple choice and clinical case essay examination questions were significantly higher than control cohorts’ scores regardless of academic class rank. In the following academic year (2011), we incorporated PBL–TBL into a full 8-week block. Anonymous student and faculty surveys at end of block were consistent with ratings in 2010. Analyses of students’ end of block examination scores compared to a 2009 control cohort found no overall significant differences for in-common questions; however, students in the lower third of class ranks in 2011 had significantly improved multiple choice examination scores compared to those from 2009. We conclude that incorporating TBL activities into PBL curricula that include student discussion is an effective strategy for improving second-year medical students’ engagement, self-perceived skill development and productivity, and performance outcomes for students with lower academic ranks. Problem-based learning (dpeaa)DE-He213 Team-based learning (dpeaa)DE-He213 Preclinical medical education (dpeaa)DE-He213 Olson, Linda M. aut Borg, Kurt E. aut Hill, Thomas M. aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 24(2014), 1 vom: 04. Feb., Seite 125-133 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:24 year:2014 number:1 day:04 month:02 pages:125-133 https://dx.doi.org/10.1007/s40670-014-0008-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2014 1 04 02 125-133
allfieldsGer	10.1007/s40670-014-0008-3 doi (DE-627)SPR03768387X (SPR)s40670-014-0008-3-e DE-627 ger DE-627 rakwb eng Vogeltanz-Holm, Nancy verfasserin aut Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © International Association of Medical Science Educators 2014 Abstract To potentially improve second-year medical students’ peer engagement and learning outcomes, we modified 2 weeks of an 8-week hybrid problem-based learning (PBL) curriculum to include team-based learning (TBL) strategies and a greater emphasis on discussion during PBL activities. Evaluation of this combined PBL–TBL 2-week curriculum (Study 1) included anonymous student and faculty ratings of their curricular experiences before, during, and after the new 2-week PBL–TBL activities and comparison of students’ end of block examination scores with a control group of students who did not have the PBL–TBL activities. Results were that students and faculty rated the 2 weeks in which the combined PBL–TBL was introduced as more positive on several items related to engagement, productivity, and skills development compared to the PBL-only weeks. Students’ scores on in-common multiple choice and clinical case essay examination questions were significantly higher than control cohorts’ scores regardless of academic class rank. In the following academic year (2011), we incorporated PBL–TBL into a full 8-week block. Anonymous student and faculty surveys at end of block were consistent with ratings in 2010. Analyses of students’ end of block examination scores compared to a 2009 control cohort found no overall significant differences for in-common questions; however, students in the lower third of class ranks in 2011 had significantly improved multiple choice examination scores compared to those from 2009. We conclude that incorporating TBL activities into PBL curricula that include student discussion is an effective strategy for improving second-year medical students’ engagement, self-perceived skill development and productivity, and performance outcomes for students with lower academic ranks. Problem-based learning (dpeaa)DE-He213 Team-based learning (dpeaa)DE-He213 Preclinical medical education (dpeaa)DE-He213 Olson, Linda M. aut Borg, Kurt E. aut Hill, Thomas M. aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 24(2014), 1 vom: 04. Feb., Seite 125-133 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:24 year:2014 number:1 day:04 month:02 pages:125-133 https://dx.doi.org/10.1007/s40670-014-0008-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2014 1 04 02 125-133
allfieldsSound	10.1007/s40670-014-0008-3 doi (DE-627)SPR03768387X (SPR)s40670-014-0008-3-e DE-627 ger DE-627 rakwb eng Vogeltanz-Holm, Nancy verfasserin aut Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum 2014 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © International Association of Medical Science Educators 2014 Abstract To potentially improve second-year medical students’ peer engagement and learning outcomes, we modified 2 weeks of an 8-week hybrid problem-based learning (PBL) curriculum to include team-based learning (TBL) strategies and a greater emphasis on discussion during PBL activities. Evaluation of this combined PBL–TBL 2-week curriculum (Study 1) included anonymous student and faculty ratings of their curricular experiences before, during, and after the new 2-week PBL–TBL activities and comparison of students’ end of block examination scores with a control group of students who did not have the PBL–TBL activities. Results were that students and faculty rated the 2 weeks in which the combined PBL–TBL was introduced as more positive on several items related to engagement, productivity, and skills development compared to the PBL-only weeks. Students’ scores on in-common multiple choice and clinical case essay examination questions were significantly higher than control cohorts’ scores regardless of academic class rank. In the following academic year (2011), we incorporated PBL–TBL into a full 8-week block. Anonymous student and faculty surveys at end of block were consistent with ratings in 2010. Analyses of students’ end of block examination scores compared to a 2009 control cohort found no overall significant differences for in-common questions; however, students in the lower third of class ranks in 2011 had significantly improved multiple choice examination scores compared to those from 2009. We conclude that incorporating TBL activities into PBL curricula that include student discussion is an effective strategy for improving second-year medical students’ engagement, self-perceived skill development and productivity, and performance outcomes for students with lower academic ranks. Problem-based learning (dpeaa)DE-He213 Team-based learning (dpeaa)DE-He213 Preclinical medical education (dpeaa)DE-He213 Olson, Linda M. aut Borg, Kurt E. aut Hill, Thomas M. aut Enthalten in Medical Science Educator New York, NY [u.a.] : Springer, 2011 24(2014), 1 vom: 04. Feb., Seite 125-133 (DE-627)815914563 (DE-600)2806660-1 2156-8650 nnns volume:24 year:2014 number:1 day:04 month:02 pages:125-133 https://dx.doi.org/10.1007/s40670-014-0008-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 24 2014 1 04 02 125-133
language	English
source	Enthalten in Medical Science Educator 24(2014), 1 vom: 04. Feb., Seite 125-133 volume:24 year:2014 number:1 day:04 month:02 pages:125-133
sourceStr	Enthalten in Medical Science Educator 24(2014), 1 vom: 04. Feb., Seite 125-133 volume:24 year:2014 number:1 day:04 month:02 pages:125-133
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Problem-based learning Team-based learning Preclinical medical education
isfreeaccess_bool	false
container_title	Medical Science Educator
authorswithroles_txt_mv	Vogeltanz-Holm, Nancy @@aut@@ Olson, Linda M. @@aut@@ Borg, Kurt E. @@aut@@ Hill, Thomas M. @@aut@@
publishDateDaySort_date	2014-02-04T00:00:00Z
hierarchy_top_id	815914563
id	SPR03768387X
language_de	englisch
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author	Vogeltanz-Holm, Nancy
spellingShingle	Vogeltanz-Holm, Nancy misc Problem-based learning misc Team-based learning misc Preclinical medical education Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum
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topic_title	Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum Problem-based learning (dpeaa)DE-He213 Team-based learning (dpeaa)DE-He213 Preclinical medical education (dpeaa)DE-He213
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title	Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum
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title_full	Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum
author_sort	Vogeltanz-Holm, Nancy
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author_browse	Vogeltanz-Holm, Nancy Olson, Linda M. Borg, Kurt E. Hill, Thomas M.
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author-letter	Vogeltanz-Holm, Nancy
doi_str_mv	10.1007/s40670-014-0008-3
title_sort	implementation and evaluation of a team-based learning approach within a hybrid problem-based learning medical education curriculum
title_auth	Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum
abstract	Abstract To potentially improve second-year medical students’ peer engagement and learning outcomes, we modified 2 weeks of an 8-week hybrid problem-based learning (PBL) curriculum to include team-based learning (TBL) strategies and a greater emphasis on discussion during PBL activities. Evaluation of this combined PBL–TBL 2-week curriculum (Study 1) included anonymous student and faculty ratings of their curricular experiences before, during, and after the new 2-week PBL–TBL activities and comparison of students’ end of block examination scores with a control group of students who did not have the PBL–TBL activities. Results were that students and faculty rated the 2 weeks in which the combined PBL–TBL was introduced as more positive on several items related to engagement, productivity, and skills development compared to the PBL-only weeks. Students’ scores on in-common multiple choice and clinical case essay examination questions were significantly higher than control cohorts’ scores regardless of academic class rank. In the following academic year (2011), we incorporated PBL–TBL into a full 8-week block. Anonymous student and faculty surveys at end of block were consistent with ratings in 2010. Analyses of students’ end of block examination scores compared to a 2009 control cohort found no overall significant differences for in-common questions; however, students in the lower third of class ranks in 2011 had significantly improved multiple choice examination scores compared to those from 2009. We conclude that incorporating TBL activities into PBL curricula that include student discussion is an effective strategy for improving second-year medical students’ engagement, self-perceived skill development and productivity, and performance outcomes for students with lower academic ranks. © International Association of Medical Science Educators 2014
abstractGer	Abstract To potentially improve second-year medical students’ peer engagement and learning outcomes, we modified 2 weeks of an 8-week hybrid problem-based learning (PBL) curriculum to include team-based learning (TBL) strategies and a greater emphasis on discussion during PBL activities. Evaluation of this combined PBL–TBL 2-week curriculum (Study 1) included anonymous student and faculty ratings of their curricular experiences before, during, and after the new 2-week PBL–TBL activities and comparison of students’ end of block examination scores with a control group of students who did not have the PBL–TBL activities. Results were that students and faculty rated the 2 weeks in which the combined PBL–TBL was introduced as more positive on several items related to engagement, productivity, and skills development compared to the PBL-only weeks. Students’ scores on in-common multiple choice and clinical case essay examination questions were significantly higher than control cohorts’ scores regardless of academic class rank. In the following academic year (2011), we incorporated PBL–TBL into a full 8-week block. Anonymous student and faculty surveys at end of block were consistent with ratings in 2010. Analyses of students’ end of block examination scores compared to a 2009 control cohort found no overall significant differences for in-common questions; however, students in the lower third of class ranks in 2011 had significantly improved multiple choice examination scores compared to those from 2009. We conclude that incorporating TBL activities into PBL curricula that include student discussion is an effective strategy for improving second-year medical students’ engagement, self-perceived skill development and productivity, and performance outcomes for students with lower academic ranks. © International Association of Medical Science Educators 2014
abstract_unstemmed	Abstract To potentially improve second-year medical students’ peer engagement and learning outcomes, we modified 2 weeks of an 8-week hybrid problem-based learning (PBL) curriculum to include team-based learning (TBL) strategies and a greater emphasis on discussion during PBL activities. Evaluation of this combined PBL–TBL 2-week curriculum (Study 1) included anonymous student and faculty ratings of their curricular experiences before, during, and after the new 2-week PBL–TBL activities and comparison of students’ end of block examination scores with a control group of students who did not have the PBL–TBL activities. Results were that students and faculty rated the 2 weeks in which the combined PBL–TBL was introduced as more positive on several items related to engagement, productivity, and skills development compared to the PBL-only weeks. Students’ scores on in-common multiple choice and clinical case essay examination questions were significantly higher than control cohorts’ scores regardless of academic class rank. In the following academic year (2011), we incorporated PBL–TBL into a full 8-week block. Anonymous student and faculty surveys at end of block were consistent with ratings in 2010. Analyses of students’ end of block examination scores compared to a 2009 control cohort found no overall significant differences for in-common questions; however, students in the lower third of class ranks in 2011 had significantly improved multiple choice examination scores compared to those from 2009. We conclude that incorporating TBL activities into PBL curricula that include student discussion is an effective strategy for improving second-year medical students’ engagement, self-perceived skill development and productivity, and performance outcomes for students with lower academic ranks. © International Association of Medical Science Educators 2014
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title_short	Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum
url	https://dx.doi.org/10.1007/s40670-014-0008-3
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author2	Olson, Linda M. Borg, Kurt E. Hill, Thomas M.
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up_date	2024-07-03T13:54:14.687Z
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Implementation and Evaluation of a Team-Based Learning Approach Within a Hybrid Problem-Based Learning Medical Education Curriculum

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