Assessment of the effectiveness of team-based learning activities on learning outcomes in the undergraduate immunology classroom

Abstract Immunology is inherently interdisciplinary. Understanding how the immune system functions requires knowledge from several scientific disciplines including molecular biology, cellular genetics, and biochemistry. Furthermore, immunology conceptually complex, requiring identification of a plethora components mastery large volume new vocabulary. These attributes can pose challenges to student learning in undergraduate classroom. Team-based (TBL) pedagogical method used increase engagement learning, improve collaboration, develop communication skills. In variety educational settings, TBL activities have been shown foster deeper understanding complex topics, confidence course content, outcomes. this study, we examined differences impact traditional lecture versus on outcomes for four different topics presented an adaptive immunity course. We matched across two cohorts, delivered via team-based methodology (T cell development antibody-mediated function) (B T effector functions). Student was assessed using content questions range Bloom’s taxonomy levels, which demonstrated that increased learning. Additionally, students indicated assisted with preparation exams provided necessary opportunity address misconceptions. Taken together, intervention performance basic found tool be valuable. departmental support only