Korean J Med Educ.  2017 Dec;29(4):263-269. 10.3946/kjme.2017.72.

Verification of learner’s differences by team-based learning in biochemistry classes

• Mun KH
• Mun KC

• KMID: 2398322
• DOI: http://doi.org/10.3946/kjme.2017.72

Abstract

PURPOSE
We tested the effect of team-based learning (TBL) on medical education through the second-year premedical students' TBL scores in biochemistry classes over 5 years.
METHODS
We analyzed the results based on test scores before and after the students' debate. The groups of students for statistical analysis were divided as follows: group 1 comprised the top-ranked students, group 3 comprised the low-ranked students, and group 2 comprised the medium-ranked students. Therefore, group T comprised 382 students (the total number of students in group 1, 2, and 3). To calibrate the difficulty of the test, original scores were converted into standardized scores. We determined the differences of the tests using Student t-test, and the relationship between scores before, and after the TBL using linear regression tests.
RESULTS
Although there was a decrease in the lowest score, group T and 3 showed a significant increase in both original and standardized scores; there was also an increase in the standardized score of group 3. There was a positive correlation between the pre- and the post-debate scores in group T, and 2. And the beta values of the pre-debate scores and "the changes between the pre- and post-debate scores" were statistically significant in both original and standardized scores.
CONCLUSION
TBL is one of the educational methods for helping students improve their grades, particularly those of low-ranked students.

Keyword

Medical schools; Premedical education; Small group teaching method; Team-based learning

MeSH Terms

Biochemistry*
Education, Medical
Education, Premedical
Humans
Learning*
Linear Models
Schools, Medical