TY - JOUR
T1 - Transforming a clinical clerkship with team learning
AU - Levine, Ruth E.
AU - O'Boyle, Michael
AU - Haidet, Paul
AU - Lynn, David J.
AU - Stone, Michael M.
AU - Wolf, Dwight V.
AU - Paniagua, Freddy A.
N1 - Funding Information:
In 2001, the research team became involved with an initiative by the Baylor College of Medicine to introduce team learning to other medical schools. Supported by a grant from the Fund for the Improvement of Post Secondary Education (FIPSE), Baylor had piloted and studied team learning in a number of areas. Findings at Baylor included effective stimulation of out-of-class study, high levels of in class engagement and “teamwork” among students, enhanced students attitudes about learning and working in teams, and student knowledge-based performance at least as favorable as traditional didactics.5 Based on the strength of these findings, team learning was piloted in our core psychiatry clerkship at the University of Texas Medical Branch (UTMB). The primary objective was to create a more rigorous and less “passive” curriculum than our traditional series of lectures and case conferences. Since adopting the NBME psychiatry subject test in 2000, the faculty had become concerned that the curriculum was not adequately preparing students for this exam. For example, the mean scores were below the national average, and nearly 5% of students had received a raw score less than 55. The faculty believed that student scores on the NBME subject test could be improved by responding to school-wide encouragement to increase active learning and promote the teaching of clinical problem solving skills through the implementation of team learning.
Funding Information:
The contents of this article were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education. Dr. Haidet is supported by a career development award from the U.S. Department of Veterans Affairs. The views represented herein do not necessarily represent the policy of the U.S. Government, University of Texas Medical Branch, or Baylor College of Medicine, and readers should not assume endorsement by any of the aforementioned institutions. All materials in this article, including the tables, are the work of the authors and have not been reproduced from other sources.
PY - 2004
Y1 - 2004
N2 - Background: Team learning, an innovative educational method combining interactive small group learning with expert-based content delivery, was introduced into our psychiatry clerkship in 2002. The main goal was to increase classroom engagement and improve educational outcomes. Description: Eight of 16 lectures were replaced with team learning activities, including prerequisite readings, readiness assurance tests, and application exercises. Data on students' performance and educational experiences were compared before and after curricular change. Evaluation: Following implementation of team learning, students performed significantly better on the National Board of Medical Examiners (NBME) psychiatry subject test and scored higher on attitudes about working in teams. Students perceived team learning activities to be more engaging, effective, and enjoyable than conventional didactics. Conclusion: Incorporating team learning into the psychiatry clerkship was associated with improved student performance and increased student engagement and satisfaction. Team learning is a promising educational strategy that may prove useful in other clerkships.
AB - Background: Team learning, an innovative educational method combining interactive small group learning with expert-based content delivery, was introduced into our psychiatry clerkship in 2002. The main goal was to increase classroom engagement and improve educational outcomes. Description: Eight of 16 lectures were replaced with team learning activities, including prerequisite readings, readiness assurance tests, and application exercises. Data on students' performance and educational experiences were compared before and after curricular change. Evaluation: Following implementation of team learning, students performed significantly better on the National Board of Medical Examiners (NBME) psychiatry subject test and scored higher on attitudes about working in teams. Students perceived team learning activities to be more engaging, effective, and enjoyable than conventional didactics. Conclusion: Incorporating team learning into the psychiatry clerkship was associated with improved student performance and increased student engagement and satisfaction. Team learning is a promising educational strategy that may prove useful in other clerkships.
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U2 - 10.1207/s15328015tlm1603_9
DO - 10.1207/s15328015tlm1603_9
M3 - Article
C2 - 15388384
AN - SCOPUS:4944226757
SN - 1040-1334
VL - 16
SP - 270
EP - 275
JO - Teaching and Learning in Medicine
JF - Teaching and Learning in Medicine
IS - 3
ER -