Letter to the Editor

On “Team-Based Learning Activities for First-Year Medical Students: Perception of the Learners”

Authors: Hanieh Enayati, , Jai Mathur,

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.

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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.