Enhancing Family Medicine Residency training through Team-Based Learning: Experience from NHG
Training ＆ Education
Singapore Health Biomedical Congress
National Healthcare Group
22 January 2026
This poster explores the learners experiences and feedback in using TBL as part of their residency training. TBL provides a new teaching strategy for post-graduate family medicine training that increases learner engagement and enjoyment than.
Year Submitted: 2025
Published Date: 22 January 2026
Tags: Learning Approach, Team Based Learning, Training ＆ Education
About this Content
Aims
This poster explores the learners experiences and feedback in using TBL as part of their residency training.
Background
Team-Based Learning (TBL) is a structured, learner-centric pedagogical strategy shown to enhance engagement and Learner satisfaction. While it has been used
in several undergraduate and post-graduate specialty training, there have been no previous reports for its use in post-graduate family medicine training. NHG
Family Medicine residency introduced modified TBL sessions in Academic Year (AY) 2023 across all three years of training to improve resident participation and
collaborative learning.
Methods
Based on their planned curriculum, all Year 2 and 3 Residents were scheduled for 4 TBL sessions, while all Year 1 Residents had 3 sessions. Adopting from evaluations
reported by various programmes, our residency faculty created an 11-question form to collect both quantitative and qualitative feedback on learners experience and opinions. QR codes were given to the residents at the end of each TBL run in AY2023 and AY2024 for anonymous submission. Survey results were collated and analysed.
Results
65 and 66 residents attended and submitted the surveys in AY2023 and AY2024 respectively. Results are reflected in Chart 1. Feedback was positive across the various domains. Over the 2 years, feeling more engaged (Qn 2) and being actively involved (Qn 5) scored the highest (mean=4.44), followed by enjoyment compared to the usual didactic lectures (Qn 8, mean=4.35). Feeling that the format helped developed skills for clinical practice (Qn 7, mean=4.11), remembering the topic better through modified TBL than usual didactic lecture format (Qn 9, mean=4.24) and finding TBL more productive than usual didactic lecture format (Qn 6, mean=4.25) scored the lowest. Qualitative feedback included suggestions for sharing of the slides after the session for future reference, and the importance of an engaging facilitator to scaffold
learning.
Conclusion
TBL provides a new teaching strategy for post-graduate family medicine training that increases learner engagement and enjoyment than traditional methods. Further improvements can enhance clinical relevance and knowledge retention. Faculty feedback can also be gathered to assess teaching satisfaction and challenges faced.
Lessons Learnt
TBL is a useful teaching modality that helps improve learners' engagement.
Keywords
Team Based Learning, learner engagement
Innovators' Details
Innovators' Details
Healthcare Cluster(s) | National Healthcare Group |
Organization(s) Involved | National Healthcare Group Polyclinics |
Platform(s) | Singapore Health Biomedical Congress |
Healthcare Professional Group(s) | Medical |
Applicable Specialty or Discipline | General Practice |
Project Lead(s) | Chen Tongyuan, Chua Hwee Ling Angelia, Vivek Bansal, Chan Meng Huey Jason |
Project Member(s) |
Connect with this contributor!
Chen Tongyuan - tongyuan.chen@nhghealth.com.sg