Feasibility of a Comprehensive Medical Knowledge Curriculum in Internal Medicine Using Team-Based Learning

Schynoll, Gerald; Irish, Elizabeth; Wayne, Joseph; Smith, Raymond P.

doi:10.4300/jgme-d-17-00465.1

Cited by 11 publications

(3 citation statements)

References 14 publications

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“…On the other hand, the use of digital presentation slides may shift the conference away from an interactive flipped classroom which is more effective than a lecture-based format. [20][21][22][23][24] Although speculative, we also believe that the emphasis on rare and lifethreatening presentations likely has an effect on learners' diagnostic reasoning and may distort their assessment of relative probabilities when constructing differential diagnoses outside of morning report as it may lead them to biased towards these rare conditions.…”

Section: Discussionmentioning

confidence: 97%

A Multicenter VA Study of the Format and Content of Internal Medicine Morning Report

et al. 2020

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Section: Discussionmentioning

confidence: 97%

A Multicenter VA Study of the Format and Content of Internal Medicine Morning Report

et al. 2020

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“…Group work was another preference identified by some participants. A study of team-based learning (TBL) feasibility in an internal medicine residency program showed that the residents thought they learned more medical knowledge through this approach than through lectures [20].…”

Section: Discussionmentioning

confidence: 99%

Exploring Pediatric Resident Attitudes and Preferences for Board Exam Preparation

Liu

Reed

Mahan

et al. 2020

Cureus

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The American Board of Pediatrics Certifying Exam (ABP CE) is a high stakes exam and is important for employment and fellowship opportunities in pediatrics. Although research has suggested interventions which may improve scores, little research has focused on resident perception of preparation for the ABP CE. In this study, we aimed to better define pediatric residents' attitudes and preferences regarding preparation for the ABP CE. MethodsPediatric residents from one residency program were invited to participate in focus groups to discuss their attitudes and preferences on board exam preparation for the ABP CE. Focus groups were audio recorded and transcribed. Conventional content analysis was used to analyze qualitative data. From the transcripts, authors developed codes through an iterative process, which were then organized into categories. These categories were then grouped into themes. ResultsNineteen residents participated in three focus groups. Focus group transcription analysis resulted in 49 codes, which were sorted into 26 categories. The categories were then grouped into four key themes: 1) the ABP CE is not immediately important early in residency; 2) more personalized guidance is preferred; 3) consistent board preparation focus from the residency program is valued; 4) learning format is important. ConclusionsResidents believe preparation for the ABP CE increases in importance as they progress through residency, and they desire more personalized, consistent, and structured focus from their training program related to ABP CE preparation. Attention to these perceptions can help guide pediatric residency program leadership in developing effective board exam preparation strategies and curricula for their residents.

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“…In 2018, we described the planning, design, faculty development, lesson structure, satisfaction with, and feasibility of this curriculum. 11 We hypothesized that an active learning approach using TBL would result in more effective knowledge acquisition than lectures and lead to improvements on residents' Internal Medicine In-Training Examination (IM-ITE) scores. We now report on IM-ITE performance of 2 groups of residents, one exposed to a lecture curriculum and one to a TBL curriculum.…”

Section: Introductionmentioning

confidence: 99%

Curriculum Transition From Lecture-Based to Team-Based Learning is Associated With Improved Performance on Internal Medicine In-Training Examination

Schynoll

Perog

Feustel

et al. 2021

Journal of Graduate Medical Education

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Background Team-based learning (TBL) is an alternative to traditional lectures in graduate medical education, but evidence is scarce regarding its impact on knowledge acquisition and standardized testing performance. Objective We examined the association between resident performance on the Internal Medicine In-Training Examination (IM-ITE) and these 2 educational methods. Methods In 2013, the internal medicine residency program at Albany Medical College transitioned from a lecture-based curriculum to TBL. Residents enrolled in academic years 2011–2012 and 2012–2013 comprised the lecture cohort, and those enrolled in 2015–2016 and 2016–2017 the TBL cohort. Covariates included the type of medical school attended, gender, and United States Medical Licensing Examination Step 2 Clinical Knowledge scores. We performed univariate analysis and multivariable regression to determine the association between covariates and ITE scores. Results Of 120 residents, 60 were in the lecture cohort and 60 in the TBL cohort. The IM-ITE percent correct scores were higher with TBL than lecture (PGY-1 61.0% vs 55.0%, P < .001; PGY-2 69.0% vs 59.7%, P < .001; PGY-3 73.2% vs 61.7%, P < .001). In a multivariable regression analysis of 3 PGYs combined, the transition from lecture to TBL resulted in an increase in IM-ITE Z-score of 0.415 (P < .001), equivalent to 0.415 SD, when including the effects of all covariates. Conclusions Compared to a lecture-based curriculum, TBL was associated with improved resident medical knowledge acquisition as evidenced by higher IM-ITE scores.

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Feasibility of a Comprehensive Medical Knowledge Curriculum in Internal Medicine Using Team-Based Learning

Cited by 11 publications

References 14 publications

A Multicenter VA Study of the Format and Content of Internal Medicine Morning Report

A Multicenter VA Study of the Format and Content of Internal Medicine Morning Report

Exploring Pediatric Resident Attitudes and Preferences for Board Exam Preparation

Curriculum Transition From Lecture-Based to Team-Based Learning is Associated With Improved Performance on Internal Medicine In-Training Examination

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