The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores

Nathalie K. Zgheib, Zakia Dimassi, Imad Bou Akl, Kamal F. Badr, Ramzi Sabra

Research output: Contribution to journalArticle

Abstract

Background: The Faculty of Medicine at the American University of Beirut implemented a new medical curriculum, which included 90 team-based learning (TBL) sessions in years 1 and 2 of medical school. Methods: A validated team performance scale (TPS) and peer evaluation of communication skills, professionalism and personal development were collected at different time points during the two years. Grades on the individual and group readiness assurance tests and an evaluation form were collected after every TBL session. Results: Students generally positively evaluated most TBL sessions as promoters of critical thinking and appreciated the self-learning experience, though they preferred and had better individual grades on those that entailed preparation of didactic lectures. There was a sustained and cumulative improvement in teamwork skills over time. Similar improvement was noted with peer evaluations of communication skills, professionalism, and personal development over time. Conclusions: This is the first report about such a longitudinal follow-up of medical students who were exposed to a large number of TBL sessions over two years. The results support the suggestion that TBL improves medical students’ team dynamics and their perceived self-learning, problem solving and communication skills, as well as their professionalism and personal development.

Original languageEnglish (US)
Pages (from-to)1-8
Number of pages8
JournalMedical Teacher
DOIs
StateAccepted/In press - Mar 15 2016
Externally publishedYes

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Medical Students
medical student
Learning
evaluation
learning
performance
communication skills
Communication
teamwork
Medical Schools
didactics
Curriculum
Medicine
medicine
Students
curriculum
school
time
professionalism
Professionalism

ASJC Scopus subject areas

  • Medicine(all)
  • Education

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The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores. / Zgheib, Nathalie K.; Dimassi, Zakia; Bou Akl, Imad; Badr, Kamal F.; Sabra, Ramzi.

In: Medical Teacher, 15.03.2016, p. 1-8.

Research output: Contribution to journalArticle

Zgheib, Nathalie K. ; Dimassi, Zakia ; Bou Akl, Imad ; Badr, Kamal F. ; Sabra, Ramzi. / The long-term impact of team-based learning on medical students’ team performance scores and on their peer evaluation scores. In: Medical Teacher. 2016 ; pp. 1-8.
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