THE USE OF MODIFIED TEAM-BASED LEARNING AS A LEARNING STRATEGY IN THE MEDICINE COURSE AT UFR

Abstract

Medical education has been heavily criticized in recent decades. The central role of the teacher has been questioned, and in order to adapt to demands and seek knowledge in a constructivist manner, new approaches using active methodologies have been proposed. Among them, a form of learning based on teams, known as team-based learning (TBL), has been applied as an educational strategy. However, some topics in the evaluation and execution of the method should be questioned. A more practical and direct approach can be proposed, especially in more advanced stages of undergraduate education. The objective of this article is to propose a modification during the application of TBL and show its structure during a module/discipline in the medical course, emphasizing its ability to promote meaningful learning and prepare students for future challenges, both in medical internships and residency competitions. There are four fundamental principles for the effective application of modified team-based learning (m-TBL), which will be described, discussing the challenges for those who wish to incorporate m-TBL into their practice and the main benefits of the method.