** Poster Award Nominee

OBSERVATIONS OF LEARNING AND RETENTION USING TEAM-BASED LEARNING IN A FIRST YEAR MEDICAL BIOCHEMISTRY COURSE

Kathryn H. Thompson^1*, David R Manyan¹ and Loren E. Wold², ¹University of New England College of Osteopathic Medicine, Biddeford, ME 04005, ²Ohio State University College of Medicine, Columbus, OH 43205 U.S.A.

Purpose

To introduce and assess the efficacy of team-based learning compared to a conventional lecture format in a first year medical biochemistry course.

Methods

For course modules 1-4 students were given a reading assignment with objectives, followed by a multiple-choice quiz, which they took individually; for modules 5 and 6 they were given 4 and 6 hours of lecture respectively, before they took the quiz.  Students’ scores on the module 1-4 quizzes were compared to their scores on the modules 5-6 quizzes to determine if the lectures would improve their performance.  After completing the individual quiz in each module, students took the quiz again collaboratively with their team, followed by application of the material to case-based exercises.  At the end of the four modules, students took a cumulative multiple-choice midterm exam on modules 1-4 to test their retention of this material.

Results

There were no differences between average quiz scores on modules 1-4 compared to modules 5 and 6  (quizzes 1-4, mean 11.89, SD 2.36, quizzes 5-6, mean 10.93, SD 2.79), or on the combined scores of the quizzes for module 1-4 (mean 59.4, SD 11.8) and the midterm exam  (mean 63.0, SD14.2). There was a significant positive correlation between the scores on the quizzes for modules 1-4 and the midterm exam  (r = 0.71).

Conclusion

These data suggest that independent learning of material through reading assignments and self-study is comparable to learning by lectures.   Midterm exam results suggest that collaborative testing and case-based exercises aid in retention of the material.