USE OF TEAM-BASED LEARNING IN GRADUATE
EDUCATION IN THE BIOMEDICAL SCIENCES
Wayne T. McCormack*
and Cynthia W. Garvan,
PURPOSE: The focus of team-based learning (TBL)
on problem-solving and integration of information has tremendous potential but
has not been widely explored for improving biomedical science graduate
education. This study assessed the TBL experience of biomedical science Ph.D.
students and compared evaluations of courses taught with and without the TBL
component.
METHODS: Online course evaluation results were
compared for prior to and following the implementation of TBL for two graduate
courses. TBL sessions replaced nine of
forty-two lectures in an immunology course.
In a responsible conduct of research (RCR) course, TBL sessions replaced
six small group case study discussions.
RESULTS: After implementation of TBL,
immunology students gave higher ratings for the course overall, general format (teaching
methods used), fairness of test grading, appropriateness of test content, and
overall rating of lectures. Student
evaluations of the RCR course did not change significantly. A majority of students in both courses
(62-75%) preferred TBL over other small group teaching methods. A majority of immunology students spent an
hour or more preparing for class, agreed that they were better prepared and
their classmates seemed better prepared for class, and over 80% agreed that TBL
sessions helped them to be better prepared for exams. A majority of respondents from both courses
agreed that TBL resulted in more interaction and that they could learn better
in TBL compared to other small group settings in our curriculum.
CONCLUSION: Based on student feedback, TBL appears
to improve course evaluations and to promote active learning in graduate-level
courses.