Experiences of Team Based Learning in a Widening Participation Foundation Year Access to Medicine Programme

Linn, A. , Ferguson, E. and Miller, L. (2023) Experiences of Team Based Learning in a Widening Participation Foundation Year Access to Medicine Programme. 16th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 13 Apr 2023. (Unpublished)

Abstract

The Glasgow Access Programme (GAP) was established in 2017 as a new widening participation (wp) access to Medicine foundation year programme, designed to support first time entrants to higher education who did not meet the academic requirements for direct entry to Medicine, GAP aims to support students during their transition to higher education while also providing them with the skillsets required to succeed on the undergraduate medicine degree programme. When designing the Fundamental skills in Medicine module, team-based learning (TBL) was incorporated into the teaching strategy as it provides a framework for a student-centred active learning approach aligning to the University Learning and Teaching strategy. As a foundation year medical degree a key requirements for curriculum design was alignment with the GMC outcomes for graduates (2018), however partaking in a TBL session enables students to develop many of the University of Glasgow graduate attributes, encouraging the development of transferable teamwork skills that enables students to become confident, effective communicators and experienced collaborators, while also developing their critical thinking skills and enhancing their assessment literacy. Both students and staff are required to prepare in advance as a TBL session typically involves students completing an individual readiness assurance test, e.g., 10 multiple choice questions, completed on Moodle. A team readiness assurance test, using the TEAL rooms, students worked together to complete the same quiz again, encouraging peer learning. At this stage staff have an opportunity to identify issues with understanding concepts being delivered and can consolidate student understanding during a short presentation. Students then participate in an application of knowledge, for GAP this is an applied clinical scenario where students are assessed in a different format, using short answer questions. The approach encourages students to develop a deeper understanding of the teaching delivered during lectures and to identify gaps in their knowledge, providing them with continuous feedback on their approaches to learning. The GAP TBL approach has developed the core principles of TBL further to expand student skills development, incorporating a requirement for students to prepare MCQs on Peerwise in advance, encouraging active learning skills. Also, a TBL session typically concludes with a reflective component, where students are encouraged to discuss the development of their individual academic skills and how to improve their effective teamwork skills, setting goals in their reflective diaries. Students are also encouraged to peer evaluate the contributions of other team members and provide feedback on areas for development. This workshop will provide participants an opportunity to learn more about the TBL process, take part in a TBL session, identify opportunities for student skills development that will support students during their transition from high school to higher education, while encouraging graduate skills development that can be applied from a level one programme onwards. Participants can hear from a student’s perspective on their engagement with TBL as an active learning approach and can ask questions from both staff and students involved in this active learning teaching approach.

• Item Type: Conference or Workshop Item
• Status: Unpublished
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Ferguson, Dr Eilidh and Miller, Dr Louise and Linn, Dr Aileen
• Authors: Linn, A., Ferguson, E., and Miller, L.
• College/School: College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing

Related URLs

• Organisation
• Organisation