摘要：AbstractBackgroundTeam-based learning (TBL) combines direct instruction with active, collaborative small group learning. This study aimed to elucidate-from the students’ perspective-the relations between different elements of TBL. This is expected to provide a better understanding of the inner workings of TBL in education.MethodThree hundred and thirteen first- and second-year medical students participated in the study. Data about TBL were collected at the end of six teaching blocks, by means of a questionnaire. The data were then combined and subjected to path analysis, which enabled testing of hypothesised relations between three layers of TBL-relevant variables. These were (1) input variables: prior knowledge, teamwork, challenging application exercise, content expert and facilitator; (2) process variables: preparation materials, individual readiness assurance test (iRAT), team readiness assurance test (tRAT); and (3) output variables: learning and topic interest.ResultsInitial analysis resulted in amendments to the hypothesised model. An amended model fitted the data well and explained 43% of the variance in learning and 32% of the variance in topic interest. Content expert had a direct effect on topic interest, as did prior knowledge, teamwork, iRAT and application exercise. Learning was directly influenced by tRAT, application exercise and facilitator, but not content expert.ConclusionsThe results of this study demonstrate the inter-relationships of different elements of TBL. The results provide new insights in how TBL works from a students’ perspective. Implications of these findings are discussed.
关键词：Team-based learning;Medical education;Path analysis;Students׳ model
