Table 3 Students’ perceptions of Team-based learning regarding the ‘best features’
From: Team-based learning replaces problem-based learning at a large medical school
BEST FEATURES OF TBL | |
|---|---|
Theme | Examples of student comments |
Presence of Experts | |
Students found it valuable to have content experts as facilitators who could focus the discussion They valued the immediate feedback that was continuously provided by the tutors following the IRAT, and during the clinical problem solving activities | Exposure to expert tutors … focussed discussion about answers Time to fully discuss diseases, access to experts Tutors circulating answering questions Experts are helpful, integrating the basic sciences and clinical concepts Exposure to clinical scenarios and working out links between sign/symptoms and pathophysiology |
Presence of Clinicians | |
Consultants and Registrars provided a clinical context | Clinical reasoning discussions with expert tutor Experts are available, good clinical reasoning exercise Clinical expert tutors, good opportunity to ask them real-world clinical questions |
Readiness Assurance Process | |
The tests and feedback at the beginning of class helped to focus the session Some students indicated that the Team test (TRAT) motivated them to prepare | Solving TRAT, answering questions … .explanations given for TRAT questions are detailed Reviewing IRAT answers TRAT is good, forces you to prepare and do reading |
Small Groups and discussion with peers Students found small groups of 5 to 6 students encouraged discussion within groups. Having multiple groups in one room also enriched the learning environment. | Working as a group is helpful for my learning, learning off others’ expertise Meeting other students, accomplishing tasks together is rewarding Multiple groups in one room Good group, supportive atmosphere |