Team-based learning (TBL) is an active teaching approach, that allows students to apply conceptual knowledge through a sequence of activities that involve both individual learning and teamwork, with immediate feedback. We have used the model to run a series of journal club sessions for MSci Biochemistry undergraduate students in their final year.
Data collected was based on 5 workshops per year, with a cohort of an average of 27 students and over a period of 4 academic years. Sessions took place in person and remotely during Covid-19 restrictions.
Briefly, an article was given to students a week in advance to read. During the session, the students followed the TBL protocol with an iRAT, and tRAT formative assessment. The whole process was coordinated by the instructor. Data analysis indicated an overall improvement in the right answers between the iRATs and the tRATs.
We conclude that our model was successful, both as an in-person and remote activity, keeping the students engaged and promoting their knowledge consolidation and critical-thinking development. Additionally, Team-based learning has encouraged teamwork and student engagement, with an element of friendly competition to keep them motivated.
