Using team-based learning in an endocrine module taught across two campuses.

Objectives: To implement a team-based learning (TBL) format in an endocrine module to promote students' active learning in a course delivered to 2 campuses.

Methods: Course lectures were transformed into 13 TBL sessions consisting of content pre-assignments (self-directed learning), in-class readiness assurance tests (accountability), and team problem solving of patient cases and faculty-led class discussion (knowledge application). Student performance was evaluated through multiple assessments during the TBL sessions and on unit examinations. Students evaluated each individual TBL session and the course as a whole.

Results: Course grades were higher using the TBL method compared to the traditional lecture-based method that was used previously. Individual readiness assurance tests and team contribution scores significantly predicted overall course grades (p<0.001). Students accepted the change in course format as indicated by course evaluation results.

Conclusions: TBL is an effective active-learning, instructional strategy for courses with large student-to-faculty ratios and distance education environments.