MedEdPORTAL (Aug 2015)
Cartilage-Bone and Cardiovascular System: A Team-Based Learning Module for Histology
Abstract
Abstract Introduction Team-based learning (TBL) is an instructional strategy that promotes greater student engagement in the classroom. In TBL, scheduled class time is not used for lecturing. Rather, students are expected to master the basic facts and concepts of the subject matter before coming to class; in-class time is devoted to applying this knowledge to solve challenging problems with students' teams. This TBL module will enable students to describe the structural and functional characteristics of cartilage and bone, explain the cellular mechanisms responsible for their growth and maintenance, and interpret select clinical data related to disorders of these connective tissues. Moreover, students will be able describe the organization and function of the heart and vasculature, recognize and differentiate the different kinds of blood vessels, and relate the cardiovascular system's unique structural features to its function in health and disease. Methods The module consists of four documents: the Instructor's Guide, an individual readiness assurance test (IRAT), a group readiness assurance test (GRAT), and a group application exercise. Explanations of correct answers are provided with the IRAT and group application exercise documents. Prior to the TBL session, students are expected to complete an advanced preparation assignment consisting of textbook readings and laboratory work. Results This module has been administered five times to a total of 157 graduate students, with the cumulative mean scores being 77.0% for the IRAT, 95.9% for the GRAT, and 82.3% for the group application exercise, reflecting solid student understanding of the structure and function of cartilage-bone and cardiovascular system. Discussion These results show that TBL methodology is an effective strategy to teach graduate-level histology and that students do not require formal lectures to learn the material. Based on our experience, we believe that TBL offers learning outcomes comparable to lecture-based instruction but with greater clinical relevance.
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