From Trial to Implementation, Bringing Team-Based Learning Online—Duke-NUS Medical School’s Response to the COVID-19 Pandemic

Jumat, Muhammad Raihan; Wong, Peiyan; Foo, Ke Xiang; Lee, Irene Cheng Jie; Goh, Suzanne Pei Lin; Ganapathy, Sashikumar; Tan, Thean Yen; Loh, Alwin Hwai Liang; Yeo, Yoomi; Chao, Yin Xia; Cheng, Lee; Lai, Siang Hui; Goh, Sok Hong; Compton, Scott; Hwang, Nian Chih

doi:10.1007/s40670-020-01039-3

Cited by 38 publications

(23 citation statements)

References 14 publications

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“…While we are collecting data on these adaptations, the successful use of “take home iRATs” in TBL was reported as early as 2018, and the Team-Based Learning Collaborative’s “White Paper” for best practices for online TBL was published prior to the pandemic [ 39 , 42 ]. Small post-pandemic studies have given us optimism that TBL used for bioethics can continue to improve knowledge, collaboration, and satisfaction now and in the future [ 43 , 44 ].…”

Section: Discussionmentioning

confidence: 99%

Meeting the challenge of teaching bioethics: a successful residency curricula utilizing Team-Based Learning

et al. 2022

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: Background Despite recognition by both the Accreditation Council of Graduate Medical Education (ACGME) and the American Board of Paediatrics (ABP) of the importance of bioethics education, curricular crowding, lack of perceived significance, and insufficient administrative support remain significant barriers to trainees gaining competency in bioethics. Few bioethics curricula at the graduate medical education level are evidence-based or comprehensive. We sought to develop and assess the effectiveness of a Team Based Learning (TBL) curriculum in improving residents’ bioethics knowledge and their ability to evaluate ethical dilemmas. Methods We integrated L. Dee Fink’s curricular design principles of “Significant Learning,” Jonsen et. al ’s “Four-Box Method” of ethical analysis, and ABP bioethics content specifications to create 10 TBL bioethics sessions. Paediatric residents at a major academic centre then completed a 3-year longitudinal, integrated TBL-based bioethics curriculum. Primary outcomes included individual and group readiness assessment tests (iRAT/gRAT), pre-work completion, and satisfaction with sessions. Results The TBL-based bioethics curriculum contains 10 adaptable modules. Paediatric residents ( n = 348 total resident encounters) were highly engaged and satisfied with the curriculum. gRAT scores (mean 89%) demonstrated significant improvement compared to iRAT scores (72%) across all TBLs and all post-graduate years ( p < .001). Higher gRAT scores correlated with higher level of training. Although pre-work completion was low (28%), satisfaction was high (4.42/5 on Likert scale). Conclusions Our TBL-based bioethics curriculum was effective in improving knowledge, practical and flexible in its implementation, and well-received. We attribute its success to its grounding in ethical theory, relevance to ABP specifications, and a multi-modal, engaging format. This curriculum is easily modified to different specialties, virtual formats, or other specific institutional needs. Key messages Despite formidable challenges to teaching bioethics in residency education, evidence-based methods such as Team-Based Learning (TBL) can be employed to increase knowledge and satisfaction. This study reports the first successful TBL bioethics curriculum, planned and executed longitudinally over 3 years, with paediatric residents at a large academic children’s hospital in the US. TBL can be utilised to teach bioethics at the graduate medical education level and is adaptable to different situational factors, disciplines, and levels of clinical experience.

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Section: Discussionmentioning

confidence: 99%

Meeting the challenge of teaching bioethics: a successful residency curricula utilizing Team-Based Learning

et al. 2022

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“…This emphasis on peer-to-peer learning facilitated by the teacher could be disrupted. One approach implemented by Jumat et al (2020) could be to get students to remain on video calls and also use a chat feature if needed during the session while choosing their own platform for communicating with their teammates. This enables students to remain connected with their peers, even during class-wide discussions.…”

Section: Our New Proposed Modified Tbl Format Due To Covid-19mentioning

confidence: 99%

Enhancing postgraduate students’ technical skills: perceptions of modified team-based learning in a six-week multi-subject Bootcamp-style CS course

Ada

Foster

2021

Computer Science Education

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“…Online learning, including TBL, has been described in the literature for various healthcare program settings; however, these studies were mostly in medical education. Studies that included online TBL were descriptive of implementation processes and programs to use, while one study assessed student and educator perspectives participating in online TBL in nursing and optometry students (River et al, 2016;Cross, Robinson & Todd, 2020;Currey et al, 2020;Dost et al, 2020;Jumat et al, 2020;Vollbrecht, Porter-Stransky & Lackey-Cornelison, 2020). There remains a need to evaluate the delivery of online TBL in the pharmacy curriculum.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy students and faculty perceptions of online team-based learning due to the COVID-19 pandemic

Wooster

Yang

2021

Pharm Educ

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Aim: This survey study aimed to describe student and faculty experiences and perceptions regarding the sudden shift to delivery of online team-based learning (TBL) due to the COVID-19 pandemic. Method: Data such as perception of engagement and effectiveness of online TBL, challenges and recommendations for improving the online TBL experience were collected. Results: Eighteen (58.1%) faculty and 154 (75.9%) students completed the survey. Most students did not feel more engaged with their teammates or instructors using the online format and only one faculty member responded he/she felt more engaged with students via the online TBL format. Forty-one (26.7%) students responded they felt the online TBL improves knowledge retention, while no faculty responded they felt online TBL improved students’ knowledge retention. The top challenges described include lack of student engagement and technological difficulties. Conclusion: This study showed that a lack of training and preparation for the sudden online TBL transition led to decreased student motivation and engagement.

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From Trial to Implementation, Bringing Team-Based Learning Online—Duke-NUS Medical School’s Response to the COVID-19 Pandemic

Cited by 38 publications

References 14 publications

Meeting the challenge of teaching bioethics: a successful residency curricula utilizing Team-Based Learning

Meeting the challenge of teaching bioethics: a successful residency curricula utilizing Team-Based Learning

Enhancing postgraduate students’ technical skills: perceptions of modified team-based learning in a six-week multi-subject Bootcamp-style CS course

Pharmacy students and faculty perceptions of online team-based learning due to the COVID-19 pandemic

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