Council on Medical Student Education in Pediatrics

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COMSEP 2010 Albuquerque Meeting

IMPLEMENTATION OF TEAM BASED LEARNING IN THE THIRD YEAR PEDIATRIC CLERKSHIP

Authors:
Jocelyn H. Schiller, MD; Nicole R. Frei, MD; Kavita Warrier, MD; Jennifer G. Christner, MD; Hilary Haftel, MD, MEd, Pediatrics, University of Michigan, Ann Arbor, MI

 

Background:  Team based learning (TBL) has been used in medical schools in the preclinical years to incorporate active learning strategies.  Few programs have implemented TBL in clinical clerkships and no studies using TBL in pediatric clerkships have been reported.  We replaced weekly didactic lectures with TBL sessions during the third year pediatrics clerkship. Objective: To evaluate this curriculum change’s effect on students’ satisfaction, shelf scores, classroom engagement and value of teamwork. Methods: From May 2009 to April 2010, students were surveyed at the beginning and end of the rotation regarding the value of teams using a previously validated instrument.  Evaluations of the TBL sessions were compared to the few remaining didactic sessions. In addition, we plan to analyze clinical performance metrics currently in place. Results:  Comparing before and after implementation of TBL, students were less likely to believe that “Group decisions are often better than individual decisions” and “Solving problems in groups leads to better decisions than solving problems alone.” (difference of -0.305, p=0.019, and -0.303, p=0.010). Students were significantly more likely to feel that they contributed meaningfully to the discussion during TBL than during lecture (difference of 1.348, p=0.00).   However, they seemed to enjoy the TBL sessions less than lecture (difference of 0.289, p=0.046). Conclusions:  Based on our preliminary data, while the students contribute more to the discussion, and participate more in class, they do not seem as satisfied with TBL as with traditional lectures.  This may be because our students are not familiar with this learning model.  As the teachers become more comfortable with this teaching method, the ability to facilitate these groups will improve, also improving student satisfaction.  Despite their increased participation in the discussion, they do not feel that groups can come to better solutions than individuals.  This may be related to their view of the sessions, rather than the actual process.  Further research will need to be done to determine if the benefits of TBL in the preclinical years can be translated to clinical rotations.