PURPOSE
We assessed the impact of transitioning from traditional lecture-based
instruction to Team-Based Learning (TBL) for the cardiovascular infections
(CVI) topic within an infectious diseases course, and explored how external
stressors influence student performance and perceptions.
METHODS
We conducted a retrospective analysis of CVI-related exam scores and
overall course grades from 2013 onward, comparing pre- and post-TBL
implementation. Quantitative and qualitative student evaluations were
reviewed to gauge perceptions. The study also examined performance trends
during major disruptions, including the COVID-19 pandemic and hurricanes.
RESULTS
After transitioning to TBL in 2017, CVI exam scores showed a gradual
improvement, stabilizing at a high level, while overall course grades
remained steady. Performance remained robust even during disruptions,
suggesting that well-structured independent study materials are critical to
success. Student evaluations initially declined post-transition, rebounded
briefly, and then steadily decreased after the pandemic. Qualitative feedback
revealed persistent preference for lectures but growing recognition of the
value of peer learning.
CONCLUSION
TBL enhances learning outcomes for targeted topics after an adaptation
period and supports self-directed learning, even when group activities are
disrupted. High-quality preparatory materials are essential for maximizing
the effectiveness of TBL. Future work should examine long-term knowledge
retention and expand the analysis to other topics.