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Research article summary:
The effect of using team learning in an evidence-based medicine course for medical students.
Abstract Extract:
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. DESCRIPTION: Team learning provides an ... (Full abstract text below) Published 2003
in Journal: Teach Learn Med
(Language : eng)
Full Pubmed Extract
This information was retrieved, real-time, on your behalf from the public area of the Pubmed website:
1. Teach Learn Med.
2003 ;15(2):131-9
The effect of using team learning in an evidence-based medicine course for medical students.
Hunt DP, Haidet P, Coverdale JH, Richards B
Department of Medicine-General Medicine, Baylor College of Medicine, One Baylor Plaza, Mail Code BTGH, Houston, TX, USA. danielh@bcm.tmc.edu
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. DESCRIPTION: 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. EVALUATION: 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. CONCLUSION: 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.
PMID : 12708072 [PubMed - Indexed for MEDLINE]
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Full Author Information
| First Name | LastName | Initials |
| Daniel P | Hunt | DP |
| Paul | Haidet | P |
| John H | Coverdale | JH |
| Boyd | Richards | B |
Affiliation: Department of Medicine-General Medicine, Baylor College of Medicine, One Baylor Plaza, Mail Code BTGH, Houston, TX, USA. danielh@bcm.tmc.edu
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Category links from this article:- Curriculum
- Education, Medical, Undergraduate - methods
- Educational Measurement
- Evidence-Based Medicine - education
- Focus Groups
- Humans
- Program Evaluation
- Teaching - methods
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