Modified Team-Based Learning in an Ophthalmology Clerkship in China

• Published in: PloS one Vol. 11; no. 4; p. e0154250
• Main Authors: Huang, Zheqian, Li, Miaoling, Zhou, Yuxian, Ao, Yong, Xin, Wei, Jia, Yu, Yang, Ying, Cai, Yu, Xu, Chaochao, Yang, Yangfan, Lin, Haotian
• Format: Journal Article
• Language: English
• Published: United States Public Library of Science 21-04-2016; Public Library of Science (PLoS)
• Subjects: Analysis of Variance; Anatomy & physiology; Assurance; Biology and Life Sciences; China; Clinical medicine; Colleges & universities; Curricula; Curriculum; Education, Medical - methods; Educational Measurement; Embryology; Female; Gender; Group Processes; Health education; Histology; Humans; Laboratories; Learning; Male; Medical students; Medicine; Medicine and Health Sciences; Methods; Ophthalmology; Ophthalmology - education; People and Places; Physical Sciences; Physiology; Primary care; Problem-Based Learning - methods; Quartiles; Research and Analysis Methods; Social Sciences; Student attitudes; Students; Students, Medical - statistics & numerical data; Study and teaching; Surveys and Questionnaires; Teaching methods; Teams; Variance analysis; Young Adult; China; Singapore
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0154250

Team-based learning (TBL) is an increasingly popular teaching method in medical education. However, TBL hasn't been well-studied in the ophthalmology clerkship context. This study was to examine the impact of modified TBL in such context and to assess the student evaluations of TBL.
Ninety-nine students of an 8-year clinical medicine program from Zhongshan Ophthalmic Centre, Sun Yat-sen University, were randomly divided into four sequential units and assigned to six teams with the same faculty. The one-week ophthalmology clerkship module included traditional lectures, gross anatomy and a TBL module. The effects of the TBL module on student performance were measured by the Individual Readiness Assurance Test (IRAT), the Group Readiness Assurance Test (GRAT), the Group Application Problem (GAP) and final examination scores (FESs). Students' evaluations of TBL were measured by a 16-item questionnaire. IRAT and GRAT scores were compared using a paired t-test. One-way analysis of variance (ANOVA) and subgroup analysis compared the effects among quartiles that were stratified by the Basic Ophthalmology Levels (BOLs). The BOLs were evaluated before the ophthalmology clerkship.
In TBL classes, the GRAT scores were significantly higher than the IRAT scores in both the full example and the BOL-stratified groups. It highlighted the advantages of TBL compared to the individual learning. Quartile-stratified ANOVA comparisons showed significant differences at FES scores (P < 0.01). In terms to IRAT, GRAT and GAP scores, there was no significant result. Moreover, IRAT scores only significantly differed between the first and fourth groups. The FES scores of the first three groups are significantly higher than the fourth group. Gender-specific differences were significant in FES but not the IRAT. Overall, 57.65% of student respondents agreed that TBL was helpful. Male students tended to rate TBL higher than female students.
The application of modified TBL to the ophthalmology clerkship curriculum improved students' performance and increased students' engagement and satisfaction. TBL should be further optimized and developed to enhance the educational outcomes among multi-BOLs medical students.