Katie E. Jackson, MD, MD, Vanderbilt, Nashville, TN, Amy Woodward, MD, Vanderbilt, Nashville, TN, William B. Cutrer, MD, Vanderbilt, Nashville, TN
Background: Team-based learning (TBL) is a method of teaching that requires students come to class prepared to work in groups. This method requires active learning in an environment that is “learner-centered but instructor-led.”(1)
Objective: To evaluate a new juvenile idiopathic arthritis (JIA) TBL module, developed through collaboration by a fourth-year medical student in a “students as teachers” elective and a pediatric rheumatologist, for use in a third-year pediatric clerkship.
Methods: The fourth-year student and pediatric rheumatologist worked together to select pre-session readings, develop a “readiness assurance test” (RAT), and design group application problems for the session. Before the session, clerkship students reviewed assigned readings and upon arrival, completed the RAT individually and subsequently in groups. Following discussion of the RAT, students worked through group problems that expanded on information to be learned. Clerkship students were surveyed about their experience with the JIA module both quantitatively and qualitatively.
Results: A combined eighteen third-year pediatric clerkship medical students participated in two different TBL sessions. One hundred percent of these students completed a survey. Their responses demonstrated that 100% of students felt engaged in the process and 72% felt that they would retain information learned in the session. Qualitative feedback on the sessions included: “Very engaging. It kept me interested much more than simple lecture.” Other students recommended decreasing the time spent on readiness quizzes or providing a short lecture on the readings prior to the team-based portion.
Conclusions: Team-based learning is a relatively new modality that holds great promise in actively involving each student in the learning process. The TBL format was useful in providing organization to an upper level student with minimal prior experience in curriculum development. Using a student who recently completed the pediatric clerkship to develop a subsequent teaching session for other clerkship students using the TBL format was effective. Clerkship students responded positively to the introduction of the new teaching modality.
References: 1. Koles PG, Stolfi A, Borges NJ, Nelson S, Parmelee DX. The impact of Team-Based Learning on medical students’ academic performance. Academic Medicine. 2010; 85: 1739-1745.C17) 1174 – McBurney – Integrating technologies on a pediatric clerkship