Application of team-based learning in nephrology probation for undergraduate

Objective To investigate the effect of applying of team-based learing(TBL) teaching mode in nephrology probation for undergraduates. Methods From November 2013 to December 2013, fifty-three undergraduate medical students in 2010 from Shanghai Jiao Tong University School of Medicine were divided into experimental group and control group by simple random sampling method; twenty-six student were in the experimental group with TBL teaching; twenty-seven students were in the control group with lecture-based learning(LBL) teaching. Two groups of students were evaluated for the learning outcome through the results of unit test and questionnaire survey of nephrology after the course of nephrology. Results There is no difference between the exam results of nephrology for experimental group and control group [(80.08±7.92) vs (77.81±11.41), t=1.04, P=0.823]. Students in experimental Ⅰ group got the higher score of (70.00±5.76) than (61.43±4.35) in control group. The difference is significant between the two groups (t=3.06, P=0.011). The results of questionnaires showed that, eighteen items on the feedback questionnaire were positively rated. The highest scoring item was 1.62 about "The group discussions allowed me to improve my understanding of concepts" . The lowest score was -0.85 about "I found it easy to complete the pre-session reading" . Conclusions TBL teaching model can effectively help drop-behined students better access to knowledge in nephrology probation for undergraduate. But preview is difficult for students. Key words: Team-based learing; Nephrology; Lecture-based learning; Probation; Teaching method