Development of emotional intelligence in a team-based learning internal medicine clerkship

Borges, Nicole J.; Kirkham, Karen; Deardorff, Adam S.; Moore, Jeremy A.

doi:10.3109/0142159x.2012.687121

Cited by 45 publications

(31 citation statements)

References 39 publications

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“…GApp exercises challenge students to cooperatively analyze difficult clinical cases while incorporating important principals of basic science, population health, and medical ethics. Indeed, meaningful and well-constructed GApp exercises are the cornerstone of a TBL module and are largely responsible for TBL efficacy, which is noted for improved academic performance [11], professional development, emotional intelligence [8], and student satisfaction [2,7]. The current study investigates the incentive structure of TBL through a modification of conventional GApp exercises by examining student preference and student perceptions of TBL outcomes when GApp exercises are excluded from TBL grades.…”

Section: Discussionmentioning

confidence: 99%

“…In the aforementioned conceptual model of TBL, grading individual performance motivates preparation prior to the TBL exercise and grading team performance will provide motivation to cohesively collaborate and engage with peers for maximal success [5]. Previous studies on TBL in medical education demonstrate improved learner engagement [2], learner satisfaction [6,7], emotional intelligence [8], and academic performance with particular benefit for lower-performing students [9]. To our knowledge, there is a void in the literature regarding incentive structure and its relation to TBL.…”

Section: Introductionmentioning

confidence: 99%

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Incentive structure in team-based learning: graded versus ungraded Group Application exercises

Deardorff

Moore

McCormick

et al. 2014

J Educ Eval Health Prof

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Purpose:Previous studies on team-based learning (TBL) in medical education demonstrated improved learner engagement, learner satisfaction, and academic performance; however, a paucity of information exists on modifications of the incentive structure of “traditional” TBL practices. The current study investigates the impact of modification to conventional Group Application exercises by examining student preference and student perceptions of TBL outcomes when Group Application exercises are excluded from TBL grades.Methods:During the 2009–2010 and 2010–2011 academic years, 175 students (95.6% response rate) completed a 22-item multiple choice survey followed by 3 open response questions at the end of their second year of medical school. These students had participated in a TBL supplemented preclinical curriculum with graded Group Application exercises during year one and ungraded Group Application exercises during year two of medical school.Results:Chi-square analyses showed significant differences between grading categories for general assessment of TBL, participation and communication, intra-team discussion, inter-team discussion, student perceptions of their own effort and development of teamwork skills. Furthermore, 83.8% of students polled prefer ungraded Group Application exercises with only 7.2% preferring graded and 9.0% indicating no preference.Conclusion:The use of ungraded Group Application exercises appears to be a successful modification of TBL, making it more “student-friendly” while maintaining the goals of active learning and development of teamwork skills.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Incentive structure in team-based learning: graded versus ungraded Group Application exercises

Deardorff

Moore

McCormick

et al. 2014

J Educ Eval Health Prof

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“…Furthermore, the use of team-based learning, as opposed to didactics or web-based formats, is an important component of our curriculum. Team-based learning is a technique gaining increasing traction in medical education, [25][26][27] and evidence suggests it may be more effective than both traditional lecture formats 28 and other interactive formats such as problem-based learning. 29 Use of multiple-choice questions and focused didactics using PowerPoint slides also facilitates easy transferability of the curriculum to other institutions.…”

Section: Discussionmentioning

confidence: 99%

An Effective Multimodal Curriculum to Teach Internal Medicine Residents Evidence-Based Breast Health

Corbelli¹,

Bonnema²,

Rubio³

et al. 2014

Journal of Graduate Medical Education

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Background Breast health is an area fraught with controversy and missed opportunities to meet women's needs, and the state of internal medicine residency training in this area is inadequate. Objective Our objective was to develop, implement, and evaluate a curriculum to equip internal medicine residents with the knowledge and skills to deliver high-quality, comprehensive breast health care. Methods We developed a 4-hour curriculum for internal medicine interns. It incorporated a team-based learning format and used MammaCare breast model software to teach and evaluate the clinical breast examination. We compared interns' precurriculum and postcurriculum test results to a historical comparison group of postgraduate year (PGY)–2 interns who did not complete the curriculum. We retested interns as PGY-2s to assess knowledge retention. Results A total 41 of 52 interns (79%) completed the curriculum. Their average MammaCare scores improved from 63% to 91%. Scores on a knowledge-based assessment improved from 47% on the pretest to 85% on the posttest (P < .001). Comparison PGY-2s who did not complete the curriculum averaged a score of 52% (P < .001). When retested 9 months after exposure to the curriculum, participants' mean score was 63% (compared to historical comparison PGY-2 group, P < .001). Only 9% of interns who retook the test as PGY-2s reported having received any breast health training subsequent to curriculum completion. Conclusions A targeted half-day, low-cost breast health curriculum significantly improved knowledge and skills in multiple domains, and these improvements were retained in subsequent assessment despite minimal reinforcement in residency training.

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“…[6] Therefore, a teacher should design team learning activities and encourage the students to work together. [66] Designing a problem or a case is also helpful in producing scientific conflicts. Students learn the rules of discussion and get help from their group mates for solving such problems so that ethical and citizenship values such as being concerned about others and empathy are formed.…”

Section: During Roundsmentioning

confidence: 99%

Clinical teaching with emotional intelligence: A teaching toolbox

2016

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Background:Emotional intelligence (EI) helps humans to perceive their own and others’ emotions. It helps to make better interpersonal communication that consequently leads to an increase in everyday performance and professional career. Teaching, particularly teaching in the clinical environment, is among the professions that need a high level of EI due to its relevance to human interactions.Materials and Methods:We adopted EI competencies with characteristics of a good clinical teacher. As a result, we extracted 12 strategies and then reviewed the literatures relevant to these strategies.Results:In the present article, 12 strategies that a clinical teacher should follow to use EI in her/his teaching were described.Conclusion:To apply EI in clinical settings, a teacher should consider all the factors that can bring about a more positive emotional environment and social interactions. These factors will increase students’ learning, improve patients’ care, and maintain her/his well-being. In addition, he/she will be able to evaluate her/his teaching to improve its effectiveness.

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Development of emotional intelligence in a team-based learning internal medicine clerkship

Abstract: In an internal medicine clerkship, where TBL is utilized as an instructional strategy, team emotional intelligence increases. This supports TBL as an adjunctive tool to traditional medical education pedagogy.

Cited by 45 publications

References 39 publications

Incentive structure in team-based learning: graded versus ungraded Group Application exercises

Incentive structure in team-based learning: graded versus ungraded Group Application exercises

An Effective Multimodal Curriculum to Teach Internal Medicine Residents Evidence-Based Breast Health

Clinical teaching with emotional intelligence: A teaching toolbox

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