Team-based learning exercise in a Physician Assistant program pre-clinical physiology course
Guadagnoli, Jutta A. Ph.D. and Ioudina, Marina M.D., Ph.D. Touro University Nevada, College of Osteopathic Medicine
Background: In the TUNCOM Physician Assistant (PA) program, physiology is a part of an integrated Human Science course which also includes anatomy and biochemistry. In the past, physiology material has been presented in a traditional lecture format. However, we observed that students experienced difficulty in applying basic physiological concepts to more integrated physiological and pathophysiological scenarios. This affected students’ motivation for the course and their academic performance. It was also unsatisfactory for the faculty.
Purpose: To address these concerns, modified team-based learning (TBL) exercises were incorporated into the physiology portion of the Human Science course offered to PA students.
Method: Five (2 hour each) TBL sessions supplemented the 10-week systems-based physiology course. Due to time constraints, we were forced to eliminate 10 lecture hours in order to incorporate the TBL sessions. We provided a traditional TBL which included individual and group readiness assurance tests (IRAT, GRAT); followed by group application problems (GAPs). Students worked in randomly-assigned groups of 5-6. Learning objectives were addressed by lectures and physiology textbook. Questions were methodically designed for each session to teach students how to reinforce presented basic physiological concepts and demonstrate application of those concepts to more integrated scenarios. Discussion was led by 2-3 faculty members.
Results and Conclusion: The exam performance of the previous PA class, which did not have TBL sessions, was compared to that of the current class. Despite the decrease in lecture hours, there was a significant increase in exams scores with the incorporation of TBL: the mean score for exam 1, 2, 3, and 4 increased 5%, 4%, 9%, and 6%, respectively (p<0.001 in all cases). Students were highly engaged with each other and instructors during the TBL sessions, and most importantly they expressed greater satisfaction with the course and their learning experience.
