How we implemented team-based learning for postgraduate doctors

Isabel McMullen, Jonathan Cartledge, Emily Finch, Ruth Levine, Amy Iversen

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Background: Team-based learning (TBL) has been shown to improve knowledge, teamwork and interactivity in medical school settings. There are fewer reports of its use with postgraduate doctors. We report on our experience of using TBL with residents. What we did: We converted a didactic module of lectures into a TBL module for 44 psychiatry residents. This involved training faculty, orientating residents, writing TBL materials, delivering and evaluating the module. On the basis of the positive evaluations we aim to introduce more TBL. Conclusions: TBL can be successfully introduced into a residency training programme. Tips for implementation include: involve a TBL expert and provide experiential training for faculty; hold an orientation session for residents; and provide individual and team incentives to reinforce pre-class preparation and promote engagement with TBL. Avoid underestimating the effort involved in converting lecture-based teaching into TBL and do not assign excessive pre-session assignments.

Original languageEnglish (US)
Pages (from-to)191-195
Number of pages5
JournalMedical Teacher
Volume36
Issue number3
DOIs
StatePublished - Mar 2014
Externally publishedYes

Fingerprint

Learning
learning
resident
Internship and Residency
Medical Schools
interactive media
teamwork
Psychiatry
psychiatry
didactics
Motivation
Teaching
training program
incentive
Education
expert
evaluation
school
experience

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

How we implemented team-based learning for postgraduate doctors. / McMullen, Isabel; Cartledge, Jonathan; Finch, Emily; Levine, Ruth; Iversen, Amy.

In: Medical Teacher, Vol. 36, No. 3, 03.2014, p. 191-195.

Research output: Contribution to journalArticle

McMullen, I, Cartledge, J, Finch, E, Levine, R & Iversen, A 2014, 'How we implemented team-based learning for postgraduate doctors', Medical Teacher, vol. 36, no. 3, pp. 191-195. https://doi.org/10.3109/0142159X.2014.875617
McMullen, Isabel ; Cartledge, Jonathan ; Finch, Emily ; Levine, Ruth ; Iversen, Amy. / How we implemented team-based learning for postgraduate doctors. In: Medical Teacher. 2014 ; Vol. 36, No. 3. pp. 191-195.
@article{10e06b2d90064a778b0fd9d81793691a,
title = "How we implemented team-based learning for postgraduate doctors",
abstract = "Background: Team-based learning (TBL) has been shown to improve knowledge, teamwork and interactivity in medical school settings. There are fewer reports of its use with postgraduate doctors. We report on our experience of using TBL with residents. What we did: We converted a didactic module of lectures into a TBL module for 44 psychiatry residents. This involved training faculty, orientating residents, writing TBL materials, delivering and evaluating the module. On the basis of the positive evaluations we aim to introduce more TBL. Conclusions: TBL can be successfully introduced into a residency training programme. Tips for implementation include: involve a TBL expert and provide experiential training for faculty; hold an orientation session for residents; and provide individual and team incentives to reinforce pre-class preparation and promote engagement with TBL. Avoid underestimating the effort involved in converting lecture-based teaching into TBL and do not assign excessive pre-session assignments.",
author = "Isabel McMullen and Jonathan Cartledge and Emily Finch and Ruth Levine and Amy Iversen",
year = "2014",
month = "3",
doi = "10.3109/0142159X.2014.875617",
language = "English (US)",
volume = "36",
pages = "191--195",
journal = "Medical Teacher",
issn = "0142-159X",
publisher = "Informa Healthcare",
number = "3",

}

TY - JOUR

T1 - How we implemented team-based learning for postgraduate doctors

AU - McMullen, Isabel

AU - Cartledge, Jonathan

AU - Finch, Emily

AU - Levine, Ruth

AU - Iversen, Amy

PY - 2014/3

Y1 - 2014/3

N2 - Background: Team-based learning (TBL) has been shown to improve knowledge, teamwork and interactivity in medical school settings. There are fewer reports of its use with postgraduate doctors. We report on our experience of using TBL with residents. What we did: We converted a didactic module of lectures into a TBL module for 44 psychiatry residents. This involved training faculty, orientating residents, writing TBL materials, delivering and evaluating the module. On the basis of the positive evaluations we aim to introduce more TBL. Conclusions: TBL can be successfully introduced into a residency training programme. Tips for implementation include: involve a TBL expert and provide experiential training for faculty; hold an orientation session for residents; and provide individual and team incentives to reinforce pre-class preparation and promote engagement with TBL. Avoid underestimating the effort involved in converting lecture-based teaching into TBL and do not assign excessive pre-session assignments.

AB - Background: Team-based learning (TBL) has been shown to improve knowledge, teamwork and interactivity in medical school settings. There are fewer reports of its use with postgraduate doctors. We report on our experience of using TBL with residents. What we did: We converted a didactic module of lectures into a TBL module for 44 psychiatry residents. This involved training faculty, orientating residents, writing TBL materials, delivering and evaluating the module. On the basis of the positive evaluations we aim to introduce more TBL. Conclusions: TBL can be successfully introduced into a residency training programme. Tips for implementation include: involve a TBL expert and provide experiential training for faculty; hold an orientation session for residents; and provide individual and team incentives to reinforce pre-class preparation and promote engagement with TBL. Avoid underestimating the effort involved in converting lecture-based teaching into TBL and do not assign excessive pre-session assignments.

UR - http://www.scopus.com/inward/record.url?scp=84894588051&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84894588051&partnerID=8YFLogxK

U2 - 10.3109/0142159X.2014.875617

DO - 10.3109/0142159X.2014.875617

M3 - Article

C2 - 24495218

AN - SCOPUS:84894588051

VL - 36

SP - 191

EP - 195

JO - Medical Teacher

JF - Medical Teacher

SN - 0142-159X

IS - 3

ER -