Modified Team‐based Learning As a Weekly Formative Review

Team‐Based Learning is an evidence‐based collaborative learning strategy designed around units of instruction, known as “modules,” that are taught in a three‐step cycle: preparation, in‐class readiness assurance testing, and application‐focused exercise. The Anatomy, Histology and Embryology course at the University of New Mexico School of Medicine modified TBL for use as both summative and formative weekly assessment, ending each week with a TBL module. The individual readiness assessment test (IRAT) served as a weekly “summative” quiz, while the group readiness assessment test (GRAT) served a formative role, allowing students to debrief and learn from each other following the IRAT. The application exercises were clinical cases focused on application of the anatomy, histology and embryology. Instead of additional multiple choice questions, questions were posed in short and long answer formats, giving the students an opportunity to generate their own answers for deeper learning. An addition specific to anatomy, were weekly mini‐practical exams to prepare students for summative lab practical exams. This modified TBL method was well‐received by students and prepared them for summative exams. One drawback was that scores from the GRAT, application exercise, and mini‐practical contributed to passing of some students that did not have a strong enough grasp on the concepts. This method was abandoned when the course was integrated as a thread into the existing organ blocks of the preclinical curriculum. Recently, this form of TBL was modified again to serve a purely formative role in weekly review and consolidation of concepts in the Musculoskeletal, Skin, and Connective Tissue Block of the integrated curriculum. Student feedback and scores strongly support use of this method as a formative review of the weekly material to prepare students for weekly graded quizzes and a summative NBME exam.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.