Objective: To implement and assess an interactive, clinically applicable first-year physiology course using team-based learning. DESIGN; The course was designed on a team-based learning backbone using 6 modules, pre-class preparation, a readiness-assurance process, and in-class application. Integrative cases were used to review concepts prior to examinations. Various assessment methods were used to measure changes, including course evaluations, an attitudinal survey tool, and a knowledge examination.
Assessment: Course evaluations indicated a higher perception of active learning in the revised format compared with that of the previous year's course format. There also were notable differences in opportunities to promote communication skills, work as part of a team, and collaborate with diverse individuals. The assessment of content knowledge indicated that students who completed the revised format course outperformed the previous year's students in both foundational knowledge and application-type questions.
Conclusion: Using more team-based learning within a physiology course had a favorable impact on student retention of material and attitudes toward the course.
Keywords: assessment; curriculum; higher-order learning; physiology; self-paced learning; team-based learning.