Team-based learning (TBL) is an active learning method used in many educational institutions. However, there are few examples of its use in basic medicine, such as biochemistry in medical schools. This study used TBL to teach glucose metabolism to first-year medical students. The process was in four phases: preclass preparation, readiness assurance tests, advanced questions, and a TBL test, with peer evaluation and a questionnaire. There were positive correlations between the TBL test, peer evaluation, and individual readiness test performance. Tests were taken immediately after learning and 2 weeks later, and scores decreased significantly less with TBL than traditional lectures (-2.3% vs. -17.5%). This suggests that TBL was more effective than traditional lectures in supporting knowledge retention. We used a Moodle system to facilitate communication between students and teachers, and this was evaluated positively by both groups. It was particularly useful for managing TBL. These findings suggest that TBL could be used to improve student performance in biochemistry.

中文翻译：

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引入基于团队的学习提高本科生对生物化学中葡萄糖代谢的理解

基于团队的学习 (TBL) 是一种在许多教育机构中使用的主动学习方法。然而，它在基础医学中使用的例子很少，例如医学院的生物化学。本研究使用 TBL 向一年级医学生教授葡萄糖代谢。该过程分为四个阶段：课前准备、准备情况保证测试、高级问题和 TBL 测试，以及同行评估和问卷调查。TBL 测试、同行评价和个人准备测试表现之间存在正相关。学习后和 2 周后立即进行测试，与传统讲座相比，TBL 的分数下降显着更少（-2.3% 对 -17.5%）。这表明 TBL 在支持知识保留方面比传统讲座更有效。我们使用了一个 Moodle 系统来促进学生和老师之间的交流，这得到了两个小组的积极评价。它对于管理 TBL 特别有用。这些发现表明 TBL 可用于提高学生在生物化学方面的表现。