Welcome to Francis Academic Press

Academic Journal of Business & Management, 2023, 5(14); doi: 10.25236/AJBM.2023.051405.

The Effectiveness of Team-Based Learning in the Teaching Rounds for Standardized Training of Anesthesiology Residents


Junbei Wu, Xiaokai Zhou

Corresponding Author:
Xiaokai Zhou

Department of Anesthesiology, The First Affiliated Hospital of Nanjing Medical University, Nanjing, Jiangsu, 210029, China


This trial aimed to assess the effectiveness of the team-based learning approach on learning outcomes and evaluate satisfaction in comparison to conventional teaching rounds for anesthesiology residents. In this study, the participants were randomly assigned to two groups: the team-based learning (TBL) group (n = 40) and the conventional group (n = 40). Resident performance was measured by a multiple-choice post-class exam immediately after the teaching round. The resident satisfaction was also assessed. Post-class scores in the TBL group were significantly higher compared to the conventional group (80.25±6.79 vs 84.88±6.04, p = 0.002). Additionally, the satisfaction scores were significantly higher in the TBL group (77.75±7.83 vs 83.22±6.65, p = 0.001). This study provides evidence that team-based learning is an effective approach in teaching rounds. The findings of this study suggest that TBL can lead to better learning outcomes and higher levels of resident satisfaction compared to conventional teaching rounds.


Teaching rounds, Team-based learning, Residents, Anesthesiology

Cite This Paper

Junbei Wu, Xiaokai Zhou. The Effectiveness of Team-Based Learning in the Teaching Rounds for Standardized Training of Anesthesiology Residents. Academic Journal of Business & Management (2023) Vol. 5, Issue 14: 25-28. https://doi.org/10.25236/AJBM.2023.051405.


[1] Michaelsen LK, Larry K. Team Learning: A Comprehensive Approach for Harnessing the Power of Small Groups in Higher Education [J]. To Improve the Academy. 1992; 11(1): 107-122.

[2] Michaelsen LK, Fink LD, Knight A. Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development [J]. To Improve the Academy. 1997; 16(1).

[3] Larry K, Michaelsen L, Knight AB, Fink LD, Fink L. Team-based Learning: A Transformative Use of Small Groups in College Teaching [M]. Praeger, 2002. 

[4] Burgess AW, McGregor DM, Mellis CM. Applying Established Guidelines to Team-Based Learning Programs in Medical Schools: A Systematic Review [J]. Academic Medicine. 2014; 89(4): 678-688.

[5] Alberti S, Motta P, Ferri P, Bonetti L. The effectiveness of team-based learning in nursing education: A systematic review [J]. Nurse Education Today. 2021 Feb; 97:104721.

[6] Attia RT, Mandour AA. Team-based learning-adopted strategy in pharmacy education: pharmacology and medicinal chemistry students' perceptions [J]. Future Journal of Pharmaceutical Sciences. 2023; 9(1):15.

[7] Haidet P, Levine RE, Parmelee DX, Crow S, Kennedy F, Kelly PA, Perkowski L, Michaelsen L, Richards BF. Perspective: Guidelines for reporting team-based learning activities in the medical and health sciences education literature [J]. Academic Medicine. 2012; 87(3): 292-299.

[8] Burgess A, van Diggele C, Roberts C, Mellis C. Team-based learning: design, facilitation and participation [J]. BMC Medical Education. 2020; 20(2): 461.

[9] Joshi T, Budhathoki P, Adhikari A, Poudel A, Raut S, Shrestha DB. Team-Based Learning among Health Care Professionals: A Systematic Review [J]. Cureus. 2022; 14(1): e21252.

[10] Michaelsen LK, Sweet M. The essential elements of team‐based learning [J]. New directions for teaching and learning. 2010, 2008(116):7-27.