Variations in Team-Based Learning Methodology Call for Active Scholarship in Support of a Gold Standard

摘要

Riddell et al~(~(1)) provided an excellent of the benefits and barriers to team-based learning (TBL) in graduate medical education, as discussed in the JGME Academic Life in Emergency Medicine (ALiEM) blog. While principles of TBL are well described, variations in implementation may have an impact on outcomes and successful replication in other programs. As mentioned in their article, many faculty have manipulated the TBL model to better suit the needs of their programs.~(~(1))At our institution, we also adapted the classic TBL framework to our needs. We are a large multisite, university-based internal medicine program that follows an 8+2 block schedule. We integrated TBL successfully in our academic half day within a longitudinal curriculum in ambulatory internal medicine. In a survey given 1 year after implementation, most residents acknowledged improved attention in the classroom (92%, 61 of 66); enhanced participation in didactics (89%, 58 of 65); and agreement that TBL is as good as or more effective than a traditional lecture (80%, 51 of 64). A total of 66 out of 91 residents completed the survey, and some did not answer all questions.