Staff-Student Reflections on the Student Learning Experience of Team Based Learning, in a Widening Participation Foundation Year Access to Medicine Programme

Miller, L. , Linn, A. , Ferguson, E. , Mishal, N., Rennie, L. and Shaikh, A. (2023) Staff-Student Reflections on the Student Learning Experience of Team Based Learning, in a Widening Participation Foundation Year Access to Medicine Programme. 5th Developing Excellence in Medical Education Conference (DEMEC) 2023, Manchester, UK, 04-05 Dec 2023.

Abstract

The Glasgow Medical School Access Programme (GAP), established in 2017, is a widening participation access to Medicine foundation year programme. GAP aims to support first-time entry students’ transition to higher education whilst providing the skillsets required to succeed on the undergraduate medicine degree programme. Team Based Learning (TBL) is incorporated into the GAP pedagogical strategy as it provides a framework for a student-centered active learning approach, facilitating the development of transferable teamwork skills that enables students to become confident, effective communicators and experienced collaborators. GAP has developed core TBL principles to enhance students’ assessment literacy in preparation for entry into Medicine whilst continuing to support student development of self-directed learning, critical thinking skills and reflective practice. The GAP academic team formed a partnership with three students enrolled on the programme. Six staff-student partners engaged in reflective discussion of delivery of the GAP-TBL approach, with staff and students providing separate reflective summaries of their perception of the student learning experience of TBL. This presentation will describe the GAP-TBL approach designed to support students’ transition into active learning and reflective practice as they prepare for entry into medicine. Reflective summaries from the staff-student partnership will be explored: GAP students' experience of their engagement with TBL and benefits and challenges in their transition into active learning and the academic team reflect on their perception of students’ academic skills development and becoming self – directed learners. Benefits and challenges of TBL delivery and lessons learned for future pedagogical development will be discussed.

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

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