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Using team‐based learning (TBL) approach in teaching cardiovascular physiology to first‐year osteopathic medical students
Author(s) -
Ioudina Marina V,
Guadagnoli Jutta,
Miller Terrence
Publication year - 2010
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.24.1_supplement.lb714
Subject(s) - team based learning , session (web analytics) , medical education , class (philosophy) , physical exam , psychology , medicine , computer science , artificial intelligence , world wide web
Background TUNCOM physiology is a lecture based course augmented by small group exercises and class presentations. Group exercises were deemed ineffective: they did not lend themselves to objective student assessment, and did not develop integration and application skills. Purpose TBL was implemented to address group exercise shortcomings. Methods The cardiovascular (CV) system for the past 2 years consisted of lectures, self‐ and group‐ study of objectives, and a TBL session utilizing traditional tools: individual and group readiness assurance tests (IRAT, GRAT); group application problems (GAP); and peer evaluation. Multiple faculty members developed each TBL tool. The system concluded with a multiple choice exam. Results GRAT (88%) and GAP (86%) scores were significantly higher than IRAT (68%), P<0.001. The mean system exam score did not differ from that of the exam given in the year preceding TBL (P= 0.611). Conclusion Students learned objectives equally well before and after TBL implementation as evidenced by system exam results, but GRAT and GAP performance indicated that TBL improved integration and application skills. TBL offered objective, measurable outcomes for student assessment.