Letter to the Editor
On “Team-Based Learning Activities for First-Year Medical Students: Perception of the Learners”
Abstract
To the Editor: We would like to graciously thank Kazory and Zaidi for their poignant article “Team-Based Learning Activities for First-Year Medical Students: Perception of the Learners” in the September 2018 issue of the Southern Medical Journal.1 As medical students from the United Kingdom, we are honored to provide an international perspective on this and discuss the importance of integrating team-based learning (TBL) across British medical curricula. Within most medical institutions in the United Kingdom, case-based learning and problem-based learning (PBL) are the most commonly used interactive pedagogical methods.This content is limited to qualifying members.
Existing members, please login first
If you have an existing account please login now to access this article or view purchase options.
Purchase only this article ($25)
Create a free account, then purchase this article to download or access it online for 24 hours.
Purchase an SMJ online subscription ($75)
Create a free account, then purchase a subscription to get complete access to all articles for a full year.
Purchase a membership plan (fees vary)
Premium members can access all articles plus recieve many more benefits. View all membership plans and benefit packages.
References
1. Kazory A, Zaidi Z. Team-based learning activities for first-year medical students: perception of the learners. South Med J 2018;111:525-529.
2. Burgess A, Bleasel J, Haq I, et al. Team-based learning (TBL) in the medical curriculum: better than PBL? BMC Med Educ 2017;17:243.
3. Koles PG, Stolfi A, Borges NJ, et al. The impact of team-based learning on medical students’ academic performance. Acad Med 2010;85:1739-1745.
4. Dolmans D, Michaelsen L, van Merriënboer J, et al. Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds! Med Teach 2015;37:354-359.
