Using Modified Team-Based Learning to Teach Antimicrobial Stewardship to Medical Students: One Institution’s Approach

Tulloch, Luis G.; Relan, Anju; Curello, Jennifer; Martin, Élise; Patel, Roma; Vijayan, Tara

doi:10.1007/s40670-019-00804-3

Cited by 3 publications

(10 citation statements)

References 17 publications

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“…This is due to the fact that the process of having prior knowledge and activation of the knowledge is essential to learn new content [19]. Various types of tests for which students prepare based on accountability induce them to develop learning attitudes [11]. Students spend more time in learning in TBL than in the normal lecture.…”

Section: Discussionmentioning

confidence: 99%

“…Application activities are designed to improve competencies in critical analysis and problemsolving skills by applying core concepts to significant problems in real-life workplaces [4]. In previous studies, students who participated in TBL found the method effective in terms of understanding core concepts, which helped them concentrate better in class [23] and identify the gap in their knowledge [11]. In application activities, at times of presenting opinions within a team and among teams, students were required to explain their decisions and advocate their positions with accountability [21,24].…”

Section: Discussionmentioning

confidence: 99%

“…In TBL activities, in the process of exchanging opinions, students actively listen to one another with mutual respect, creating a comfortable and harmonious learning environment [6]. Such a team environment allows students to express their opinions freely and participate actively in discussions, enriching their learning experience [11]. Previous studies have reported that active interaction is one of the best opportunities in the TBL experience [10,11,19].…”

Section: Discussionmentioning

confidence: 99%

“…The students' capabilities such as communication, collaboration, and problem-solving, and learning attitudes such as satisfaction and engagement are positively influenced by TBL [5]. However, there have been few studies on the essence of the TBL experiences from the students' perspectives, which limits the understanding of the TBL experience in the actual subjects of learning [6][7][8][9][10][11][12].…”

Section: Introductionmentioning

confidence: 99%

“…The existing qualitative research on TBL experiences from students' perspectives has been conducted on students of multidisciplinary courses [6][7][8][9] and not exclusively on a health assessment subject. Some studies have only performed an analysis of short responses obtained as a part of research conducted along with quantitative research [10,11] and thereby have only limited information on TBL experiences. A previous study [12] on TBL experiences of international nursing students presented difficulties they experienced due to the cultural differences but not students' experiences of TBL alone.…”

Section: Introductionmentioning

confidence: 99%

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Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study

Park

2022

Healthcare

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Health assessment as a subject comprises knowledge and practices in which health problems are identified by collecting individual health data. As the subject requires fast learning of voluminous content, it becomes cumbersome. Team-based learning (TBL) has been proposed as an effective teaching and learning strategy in such situations. This study aimed to explore the lived TBL experiences of nursing students from their perspectives in a health assessment subject. This study adopted a qualitative research method. TBL was applied in a health assessment subject at a university in South Korea, as a 2-credit course for 16 weeks. Twelve sophomore nursing students who enrolled in a health assessment subject were the participants. Data were collected through individual in-depth interviews and analyzed using Colaizzi’s method. The results contained twelve themes categorized into five theme clusters: “Getting ready for learning”, “Effective class promoting concentration and immersion”, “Proactive participation in a non-hierarchical learning environment”, “Complementary collaboration”, and “Sense of burden”. The findings suggest that TBL is an effective teaching and learning strategy for the discipline, imparting positive experiences such as class engagement, teamwork, learning outcomes, and improvement of problem-solving skills if students’ role conflicts and continuous learning burden can be addressed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study

Park

2022

Healthcare

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Stakeholder acceptance of digital team-based learning

Currey

Sprogis

Burdeu

et al. 2020

Nurse Education in Practice

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The PEST (Pathology, Epidemiology, Severity, Treatment) approach to optimizing antimicrobial therapy

Davar

Vijayan

2023

BMC Med Educ

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Background Selecting an empiric antimicrobial regimen can be difficult for early learners and misuse of antibiotics can lead to adverse events and antimicrobial resistance. There have been few interventions that have focused on improving antibiotic decision making, as a form of therapeutic reasoning, for post-graduate trainees. We describe here an approach to aid internal medicine interns in their therapeutic reasoning, particularly when it comes to diagnosing and empirically treating infections. Methods The PEST (pathology, epidemiology, severity, treatment) model was created as a four-step approach to therapeutic reasoning and choosing an appropriate antimicrobial regimen for a given infectious disease syndrome. In February 2020, we conducted two independent teaching sessions for interns on the PEST approach. We assessed pre-and post-teaching responses to five clinical vignette-based questions. Results were presented as a percentage of interns who chose an appropriate antibiotic and provided sufficient therapeutic reasoning as defined by using at least three out of the four PEST criteria. Statistical analysis occurred via Fischer’s exact test to determine the level of statistical significance between responses. Results Twenty-seven interns participated in the activity. At baseline, several interns had incorporated aspects of the PEST approach in their pre-teaching responses. Ten interns commented on the usefulness of such a systematic approach. While there was no statistically significant difference in antibiotic selection, the teaching session demonstrated a trend towards significance in improving therapeutic reasoning as defined by the PEST strategy. Conclusion Our results suggested an improvement in using a structured cognitive tool such as the PEST approach to reinforce therapeutic reasoning, but the method did little to improve antibiotic selection. Some interns used select “PEST” concepts prior to the intervention suggesting that the PEST approach may enhance prior knowledge or clinical reasoning skills. Continued incorporation of the PEST approach using a case-based framework may solidify conceptual and practical knowledge of antimicrobial selection. Further studies are needed to assess the impact of such teaching interventions.

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Using Modified Team-Based Learning to Teach Antimicrobial Stewardship to Medical Students: One Institution’s Approach

Cited by 3 publications

References 17 publications

Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study

Team-Based Learning Experiences of Nursing Students in a Health Assessment Subject: A Qualitative Study

Stakeholder acceptance of digital team-based learning

The PEST (Pathology, Epidemiology, Severity, Treatment) approach to optimizing antimicrobial therapy

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