OBJECTIVE: Team-based learning is an active learning modality that is gaining popularity in medical education. The authors studied the effect of using trainees as facilitators of team-based learning sessions. METHODS: Team-based learning modules were developed and implemented by faculty members and trainees for the third-year medical student clerkship in psychiatry in the 2007-2008 academic year. Evaluation forms were used to elicit student opinions about the team-based learning sessions. Scores for trainee and faculty facilitators were compared using Student's t tests. RESULTS: Overall scores were positive, reflecting acceptability of this form of instruction. Eight of nine comparisons showed no difference in students' ratings of faculty versus trainee facilitators. The other comparison showed a modest preference for faculty facilitators. CONCLUSION: Team-based learning modules can be led as effectively by trainees as by faculty members to teach medical students in the classroom setting.
OBJECTIVE: Team-based learning is an active learning modality that is gaining popularity in medical education. The authors studied the effect of using trainees as facilitators of team-based learning sessions. METHODS: Team-based learning modules were developed and implemented by faculty members and trainees for the third-year medical student clerkship in psychiatry in the 2007-2008 academic year. Evaluation forms were used to elicit student opinions about the team-based learning sessions. Scores for trainee and faculty facilitators were compared using Student's t tests. RESULTS: Overall scores were positive, reflecting acceptability of this form of instruction. Eight of nine comparisons showed no difference in students' ratings of faculty versus trainee facilitators. The other comparison showed a modest preference for faculty facilitators. CONCLUSION: Team-based learning modules can be led as effectively by trainees as by faculty members to teach medical students in the classroom setting.