TY - JOUR ID - 43344 TI - The effects of team-based learning on learning outcomes in a course of rheumatology JO - Journal of Advances in Medical Education & Professionalism JA - JAMP LA - en SN - 2322-2220 AU - FAEZI, SEYEDEH TAHEREH AU - MORADI, KAMRAN AU - GHAFAR RAHIMI AMIN, ALI AU - KESHMIRI, FATEMEH AD - Rheumatology Research Center, Tehran University of Medical Sciences, Tehran, Iran AD - 1Rheumatology Research Center, Tehran University of Medical Sciences, Tehran, Iran; 2Evidence-Based Medicine and Critical Thinking Group, Endocrine and Metabolism Research Institute, Shariati Hospital, Tehran University of Medical Sciences, Tehran, Iran AD - Students’ Scientific Research Center (SSRC), Tehran University of Medical Sciences, Tehran, Iran AD - Medical Education Department, Educational Development Center, Faculty of Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran Y1 - 2018 PY - 2018 VL - 6 IS - 1 SP - 22 EP - 30 DO - 10.30476/jamp.2018.43344 N2 - Introduction: We evaluated the effects of implementing Team-Based Learning (TBL) on student engagement, accountability,satisfaction, and preference for lecture or team-based learning.Moreover, we assessed the effect of TBL on knowledge retentionand application over time through short answer questions based onclinical scenarios addressing history taking and diagnosis skills inmedical students.Methods: The study was conducted in a quasi-experimental design.The study population were all of the third-year medical students(n=84) participating in a course of rheumatology in ShariatiHospital, which is a teaching hospital affiliated to Tehran Universityof Medical Sciences. We compared TBL with the conventionallecture-based method. The assessments were performed afterimplementation of TBL by the Classroom Engagement Survey(CES) and Team-Based Learning Student Assessment Instrument(TBL-SAI). The assessment for application of knowledge wasconducted in 3 time-points through short answer questions onrheumatic diseases. The comparison of results was made byStudent’s t-test and repeated-measures analysis of variance (RMANOVA)using SPSS software, version 16.Results: The CES scores indicated a high level of engagement inTBL (Mean±SD=26.7±3.70, p=0.0001) but not in the lecture-basedsessions (Mean±SD=23.80±4.35, p=0.09). The total mean score(SD) for TBL-SAI was 159.68 (14.14) for TBL sessions indicatinga favorable outcome (p=0.0001). The student scores obtained fromthe short answer questions showed that over time the students’scores had declined significantly less for the TBL sessions incomparison to the lecture-based sessions, F (2, 166)=4.624,p=0.011.Conclusion: The results indicated higher student engagement,satisfaction and long term learning by TBL.Keywords: Learning; Team-based learning; Outcome UR - https://jamp.sums.ac.ir/article_43344.html L1 - https://jamp.sums.ac.ir/article_43344_1c0094d4115a5d35b03ca5784cf143af.pdf ER -