Melissa Jenkins

Background Active‐learning approaches, such as team‐based learning, are infrequently used in internal medicine clerkship didactics even though there is increasing evidence to suggest medical students prefer it over traditional lecture‐based learning. In this study, five team‐based learning sessions were incorporated into three blocks of a 12‐week internal medicine clerkship. Methods The goal of this quasi‐experimental study was to compare learner engagement, satisfaction and preference between team‐based learning and lecture‐based learning in the internal medicine clerkship didactics. Outcomes were compared using the Classroom Engagement Survey, a satisfaction questionnaire and the Team‐Based Learning Student Assessment Instrument (TBL‐SAI). Findings There was a statistically significant difference in the classroom engagement scores between team‐ and lecture‐based learning ( P < 0.0001) with a median of 39.0 and 33.0 in the team‐based learning and lecture‐based learning groups. For learning preference, the median TBL‐SAI score was substantially above neutral. Across all team‐based learning sessions, 100% of students were satisfied or strongly satisfied with the learning style as a valuable experience and as a way to learn course material, and only one student was not satisfied or strongly satisfied with team‐based learning to improve problem solving skills. Discussion The classroom engagement and learning style preference findings were consistent with previously published data in other clerkship settings. Student satisfaction was more consistent with team‐based learning than with the lecture‐based learning, which may be because of the consistent format whereas lecture‐based learning style was faculty dependent. Conclusion Students preferred team‐based learning and had improved engagement and satisfaction when compared to lecture‐based learning. This study provides evidence in favour of team‐based learning as a strategy to incorporate active learning in clerkship didactics.