Faculty Collaboration Database

Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching. J Grad Med Educ 2015 Dec;7(4):643-8

Date

12/23/2015

Pubmed ID

26692979

Pubmed Central ID

PMC4675422

DOI

10.4300/JGME-D-14-00790.1

Scopus ID

2-s2.0-84990031381 (requires institutional sign-in at Scopus site)   21 Citations

Abstract

BACKGROUND: Team-based learning (TBL) is used in undergraduate medical education to facilitate higher-order content learning, promote learner engagement and collaboration, and foster positive learner attitudes. There is a paucity of data on the use of TBL in graduate medical education. Our aim was to assess resident engagement, learning, and faculty/resident satisfaction with TBL in internal medicine residency ambulatory education.

METHODS: Survey and nominal group technique methodologies were used to assess learner engagement and faculty/resident satisfaction. We assessed medical learning using individual (IRAT) and group (GRAT) readiness assurance tests.

RESULTS: Residents (N = 111) involved in TBL sessions reported contributing to group discussions and actively discussing the subject material with other residents. Faculty echoed similar responses, and residents and faculty reported a preference for future teaching sessions to be offered using the TBL pedagogy. The average GRAT score was significantly higher than the average IRAT score by 22%. Feedback from our nominal group technique rank ordered the following TBL strengths by both residents and faculty: (1) interactive format, (2) content of sessions, and (3) competitive nature of sessions.

CONCLUSIONS: We successfully implemented TBL pedagogy in the internal medicine ambulatory residency curriculum, with learning focused on the care of patients in the ambulatory setting. TBL resulted in active resident engagement, facilitated group learning, and increased satisfaction by residents and faculty. To our knowledge this is the first study that implemented a TBL program in an internal medicine residency curriculum.

Author List

Balwan S, Fornari A, DiMarzio P, Verbsky J, Pekmezaris R, Stein J, Chaudhry S

Author

James Verbsky MD, PhD Professor in the Pediatrics department at Medical College of Wisconsin

MESH terms used to index this publication - Major topics in bold

Curriculum
Education, Medical, Graduate
Faculty, Medical
Feedback
Female
Humans
Internal Medicine
Internship and Residency
Male
Organizational Innovation
Problem-Based Learning
Program Evaluation
Surveys and Questionnaires