An Observational Study of Team-Based Learning (TBL) and Problem-Based Learning (PBL) in the Teaching of Neuromuscular Disease

Background: To explore the practicability of team-based learning (TBL) and problem-based learning (PBL) in the teaching of neuromuscular disease in the Department of Neurology. Methods: During 2012 and 2015, eighty-eight interns from Peking Union Medical College were randomly assigned to the TBL and PBL groups. In the TBL group of 6~8 interns, the teaching process included case preparation, group discussion, oral presentation and teacher assessment. In the PBL group of 24~34 interns, the process included case preparation, oral presentation and teacher assessment. After the teaching process, students were evaluated for basic knowledge, clinical thinking ability, document search numbers and a course experience questionnaire (CEQ); teachers were evaluated based on the effect of class teaching. Results: There was no significant difference in the scores of neuroanatomy, neurology, diagnostics, neuromuscular disease or case writing between the TBL and PBL groups before the internship. After the learning process, there was no significant difference in the scores of neuroanatomy, neurology and neuromuscular disease. However, the TBL group performed better than the PBL group in clinical localization diagnosis, literature retrieval ability and inquiry learning ability. Evaluation by teachers showed that there was no significant difference between the 2 groups in teaching objectives, preclass preparation, basic knowledge, integration of basic knowledge and clinical practice, and overall teaching effect; however, the TBL group was superior to the PBL group in class atmosphere, initiative thinking, teamwork and communication between teachers and students. Conclusions: Both TBL and PBL could help medical students improve their knowledge of neurology and neuromuscular disease. TBL could better improve students' communication, cooperation, literature searching and inquiry learning abilities.