Accountability for Independent Learning: Adoption of Team-Based Learning Strategies in an Experimental Pilot Program for Medical Students
Robert Lash, M.D.; Tamara Stein, M.A.; Paul Gauger, M.D.; Melissa Brunsvold M.D.;
Rachel Perlman M.D.; and Rajesh S. Mangrulkar M.D.
University of Michigan Medical School
Background: Team-Based Learning methods in small group settings foster accountability and collaborative skills among medical students in traditional programs. We sought to evaluate the effectiveness of this instructional strategy in case-based discussions and anatomy-radiology practical sessions, integrated within an experimental, competency-focused self-regulated learning pilot program for first year medical students.
Description: Within this 6-week program, independent and immersive clinical learning were integrated with small group sessions (organized around TBL principles) in order to engage the learner in both foundational scientific concepts and clinical manifestations of disease. Students focused on the clinical presentation of 3 problems (renal failure, hyperglycemia, and trauma) and encountered these patients in the outpatient and Emergency Department settings.
Students were not provided explicit preparation materials for the TBL case studies or anatomy-radiology correlate sessions. Rather, they were given specific learning objectives (LO) mapped to each small group session. Students were expected to prepare independently using these LOs as a guide, consulting a web-based learning management system with suggested resources for each LO.
Evaluation: Six students participated in this pilot program. Mean individual readiness assessment scores for the Case Studies were 49% (hyperglycemia), 81% (renal failure) and 84% (trauma), and 80% for the Anatomy-Radiology sessions, reflecting reasonable preparation by students. Group readiness assessment scores were uniformly higher for each type of session: 62% (hyperglycemia), 94% (renal failure), 100% (trauma), and 97% (Anatomy-Radiology), reflecting effective collaborative problem solving (all p<0.05). Facilitators correspondingly evaluated students very high on domains of self-regulated learning (mean 4.6 points out of 5) and collaborative learning (mean 4.8 points out of 5). Using multi-faceted program evaluative techniques, students commented quite positively on the sessions and the specific TBL-attributes adopted within these learning experiences.
Conclusion: In a learning-objective driven curricular program, without explicit assignment of preparatory materials, TBL-structured small group clinical sessions can adequately ensure preparation and foster collaborative learning behaviors in early medical student learners.
NOTE: Can be considered for either Oral Presentation or Poster Presentation
