How we implemented team-based learning for postgraduate doctors

McMullen, Isabel; Cartledge, J; Finch, Emily; Levine, Ruth E.; Iversen, Amy

doi:10.3109/0142159x.2014.875617

Cited by 19 publications

(40 citation statements)

References 14 publications

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“…TBL has proven efficacy in different undergraduate courses in health sciences such as Nursing (Reimschisel et al, 2017;Dearnley et al, 2018), Pharmacy (Basheti et al, 2010;Dearnley et al, 2018), Physiotherapy ( Maas et al, 2014), Speech Therapy (Nascimento et al, 2019), Medicine (Garner et al, 2010;Reimschisel et al, 2017;Cunha et al, 2019), and many others (Dearnley et al, 2018), at different periods of the course, since the first year (Santana et al, 2019), as in the case of this study, in intermediate (Masocatto et al, 2019) and final (Reimschisel et al, 2017) moments, on different continents (Reimschisel et al, 2017). It is also successfully at graduate level (Silva et al, 2017), including in medical residency (Kisiel et al, 2010;Thomas et al, 2011;McMullen et al, 2014).…”

Section: Discussionmentioning

confidence: 71%

Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

Lima¹,

André²,

Kamimura³

et al. 2020

JETS

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In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received from their peers. Results: The comparison between the average of the evaluations in the TBL method (MTBLs) and the PA showed that 17.64% of the teams showed a significant difference between the grades, thus having the “halo effect”. In the qualitative analysis, the “halo effect” was evidenced in only one of these teams. Although many studies corroborate the idea that using PA in the formative assessment is appropriate, advancing in the use of PA in the summative assessment is necessary, integrating it into the institution's evaluation system. Data presented here can help in continuing its use and in increasing its reliability.

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Section: Discussionmentioning

confidence: 71%

Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

Lima¹,

André²,

Kamimura³

et al. 2020

JETS

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show abstract

“…Furthermore, the use of team-based learning, as opposed to didactics or web-based formats, is an important component of our curriculum. Team-based learning is a technique gaining increasing traction in medical education, [25][26][27] and evidence suggests it may be more effective than both traditional lecture formats 28 and other interactive formats such as problem-based learning. 29 Use of multiple-choice questions and focused didactics using PowerPoint slides also facilitates easy transferability of the curriculum to other institutions.…”

Section: Discussionmentioning

confidence: 99%

An Effective Multimodal Curriculum to Teach Internal Medicine Residents Evidence-Based Breast Health

Corbelli¹,

Bonnema²,

Rubio³

et al. 2014

Journal of Graduate Medical Education

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Background Breast health is an area fraught with controversy and missed opportunities to meet women's needs, and the state of internal medicine residency training in this area is inadequate. Objective Our objective was to develop, implement, and evaluate a curriculum to equip internal medicine residents with the knowledge and skills to deliver high-quality, comprehensive breast health care. Methods We developed a 4-hour curriculum for internal medicine interns. It incorporated a team-based learning format and used MammaCare breast model software to teach and evaluate the clinical breast examination. We compared interns' precurriculum and postcurriculum test results to a historical comparison group of postgraduate year (PGY)–2 interns who did not complete the curriculum. We retested interns as PGY-2s to assess knowledge retention. Results A total 41 of 52 interns (79%) completed the curriculum. Their average MammaCare scores improved from 63% to 91%. Scores on a knowledge-based assessment improved from 47% on the pretest to 85% on the posttest (P < .001). Comparison PGY-2s who did not complete the curriculum averaged a score of 52% (P < .001). When retested 9 months after exposure to the curriculum, participants' mean score was 63% (compared to historical comparison PGY-2 group, P < .001). Only 9% of interns who retook the test as PGY-2s reported having received any breast health training subsequent to curriculum completion. Conclusions A targeted half-day, low-cost breast health curriculum significantly improved knowledge and skills in multiple domains, and these improvements were retained in subsequent assessment despite minimal reinforcement in residency training.

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“…As has been advocated by many others in the education literature, this introductory session was crucial for explaining the pre-session self-directed learning that would be expected of the students, the basic guidelines for creating high-value multiple-choice questions, the process of the MCQ-development session, and the expectations for the session (Parmelee et al 2012;McMullen et al 2014). Students were informed that the questions they created would undergo additional vetting by the instructor (AG) and then be compiled into a student-generated question bank that they could use as a study reference.…”

Section: Introductory Sessionmentioning

confidence: 99%

Medical school 2.0: How we developed a student-generated question bank using small group learning

Gooi

Sommerfeld

2014

Medical Teacher

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How we implemented team-based learning for postgraduate doctors

Cited by 19 publications

References 14 publications

Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

An Effective Multimodal Curriculum to Teach Internal Medicine Residents Evidence-Based Breast Health

Medical school 2.0: How we developed a student-generated question bank using small group learning

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