Using Team-based Learning in an Endocrine Module Taught Across Two Campuses

Objectives. To implement a team-based learning (TBL) format in an endocrine module to promote students' active learning in a course delivered to 2 campuses. Methods. Course lectures were transformed into 13 TBL sessions consisting of content pre-assignments ( self-directed learning), in-class readiness assurance tests ( accountability), and team problem solving of patient cases and faculty-led class discussion ( knowledge application). Student performance was evaluated through multiple assessments during the TBL sessions and on unit examinations. Students evaluated each individual TBL session and the course as a whole. Results. Course grades were higher using the TBL method compared to the traditional lecture-based method that was used previously. Individual readiness assurance tests and team contribution scores significantly predicted overall course grades (p<0.001). Students accepted the change in course format as indicated by course evaluation results. Conclusions. TBL is an effective active-learning, instructional strategy for courses with large student-to-faculty ratios and distance education environments.