Academic Journal
Integrated Team-Based Learning in a UK Undergraduate Medical Programme.
| Τίτλος: | Integrated Team-Based Learning in a UK Undergraduate Medical Programme. |
|---|---|
| Συγγραφείς: | Drovandi A; School of Medical Sciences, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK., Sheader E; School of Medical Sciences, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK., Kingston M; School of Medical Sciences, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK. |
| Πηγή: | The clinical teacher [Clin Teach] 2026 Aug; Vol. 23 (4), pp. e70470. |
| Τύπος έκδοσης: | Journal Article |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Blackwell Pub Country of Publication: England NLM ID: 101227511 Publication Model: Print Cited Medium: Internet ISSN: 1743-498X (Electronic) Linking ISSN: 17434971 NLM ISO Abbreviation: Clin Teach Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: Oxford, UK : Blackwell Pub., c2004- |
| Ιατρικοί όροι (MeSH): | Education, Medical, Undergraduate*/methods , Education, Medical, Undergraduate*/organization & administration , Problem-Based Learning*/methods , Students, Medical*/psychology, Humans ; United Kingdom ; Focus Groups ; Group Processes |
| Περίληψη: | Background: There is limited published evidence supporting integrated team-based learning (TBL) as an effective method for teaching undergraduate medical students. This study describes student and staff perceptions, assessment outcomes and financial factors after integrated TBL was implemented into Year 1 of a large UK undergraduate medical programme. Methods: Five methods of data collection were used. An online survey was distributed to students, focus groups held with academic and technical staff, observation of teaching sessions, analysis of student assessment data and calculation of expenses for TBL delivery. Quantitative data were summarised narratively; qualitative survey data were analysed using conceptual content analysis; focus group data were analysed using inductive thematic analysis; and expenses data were summarised narratively and compared with problem-based learning (PBL). Results: A total of 449 participants were involved in this study. Students and staff had overall positive perceptions of TBL, highlighting the engaging and consistent teaching and learning approach, effective teamworking and real-world applicability of the weekly themes. Limitations raised were focused on logistical issues such as using new technology and session timing. Compared with previous cohorts taught through PBL, assessment analysis found mixed results by assessment type. Finally, TBL was found to be more financially viable than PBL through reduced staff time requirements despite initial cost outlays. Conclusion: TBL represents a potentially effective and efficient method for teaching undergraduate medical students on a large scale and should be considered by other medical programmes where increasing student numbers may affect the quality of PBL teaching. (© 2026 The Author(s). The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.) |
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| Contributed Indexing: | Keywords: medicine; mixed‐methods; pedagogy; tertiary education |
| Entry Date(s): | Date Created: 20260704 Date Completed: 20260704 Latest Revision: 20260726 |
| Update Code: | 20260726 |
| PubMed Central ID: | PMC13332307 |
| DOI: | 10.1111/tct.70470 |
| PMID: | 42400160 |
| Βάση Δεδομένων: | MEDLINE |
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