A comparison of student responses to team based learning in a first year medical curriculum

Student perceptions of Team Based Learning (TBL) exercises were developed and evaluated in a first year medical biochemistry class. One TBL was given at the beginning of the semester, and the second TBL was given near the end of the semester. Post-TBL surveys asked students to evaluate TBL components. A statistically significant change (p=0.0232) in student perspective was seen in the use of TBL to connect clinical information with fundamental biochemistry. In student scores a significant improvement (p<0.0001) was seen in IRAT scores between the first and second TBL. There were no other significant changes in student perspectives across one semester, suggesting that students may not yet be accustomed to TBLs or that long-term learning benefits may extend beyond the one semester evaluation period.