Lecture-Based to Team-Based Learning Medical Biochemistry

Sheryl Shoham, M.D. and Mitch Benuck, M.D., Ph.D. Sackler School of Medicine, Tel Aviv University  ISRAEL

Background: In our New Curriculum, we converted the first year Biochemistry course from a multi-lecturer course to an interactive team-based learning experience. 

Description: The course consisted of 13 TBL cases with the following content: :

Proteins, Amino Acids and Enzymes - 1
Hemoglobin Synthesis & Disorders - 3
Carbohydrate Metabolism - 3
Lipid Metabolism - 3
Molecular biology - 3                      

Each case consisted of:
* Required Reading and Learning Objectives Handout
* Individual Readiness Assessment Test (IRAT)
* Group Readiness Assessment Test (GRAT)
* Application Activity Questions

Cases were modified from those donated by medical educators in other schools who kindly shared their experiences with TBL and PBL Biochemistry.

Students were  divided randomly into ten groups of six students each.  

Once each week, a “Putting It All Together” session was taught by Faculty who facilitated the week’s cases.  These sessions consisted of lecture and clarification, as well as students’ questions.   

In addition to the IRAT, GRAT and Application Activity grades, a weekly Progress Quiz was given, composed of USMLE/NBME type questions.  Final examination will be in the form of a Customized NBME exam in Biochemistry and Genetics.

Evaluation: 60 students participated. The course is in progress at the time of writing this abstract.  At the course end, students will complete a course evaluation that assesses their satisfaction.  Their knowledge comfort level for the various learning objectives will be polled.  NBME scores will be compared to last year’s First Year student scores. 

Faculty will be asked to rate their own satisfaction with teaching in this manner, as well as their comfort level in terms of the students achieving the stated learning objectives.

Conclusion: To be determined following evaluation.