BACKGROUND: Medical schools are increasingly using team-based learning (TBL). We compared medical student satisfaction and understanding of key concepts in family planning following TBL and traditional lectures. STUDY DESIGN: During the OB/GYN clinical rotation orientation, third year medical students completed a pretest in family planning. Students in the odd-numbered clerkships participated in TBL, and students in the even-numbered clerkships participated in lectures. Both groups of students completed a posttest and satisfaction survey. RESULTS: A total of 130 students participated in this study. Sixty-nine students were in the TBL group, and 61 students were in the lecture group. The TBL group reported higher scores when asked if the learning style was a valuable experience (p=.045), helped them learn the course material (p=.01) and improved problem-solving skills (p=.04). Both groups gained significant amount of knowledge (p<.001) as calculated by the Student's paired t test. The change in scores was not significantly different between the groups (p=.73), as calculated using the Student's unpaired t test. CONCLUSION: As a learning strategy for family planning, TBL resulted in high student satisfaction. This is the first study to evaluate this innovative teaching style for medical student education in family planning.
BACKGROUND: Medical schools are increasingly using team-based learning (TBL). We compared medical student satisfaction and understanding of key concepts in family planning following TBL and traditional lectures. STUDY DESIGN: During the OB/GYN clinical rotation orientation, third year medical students completed a pretest in family planning. Students in the odd-numbered clerkships participated in TBL, and students in the even-numbered clerkships participated in lectures. Both groups of students completed a posttest and satisfaction survey. RESULTS: A total of 130 students participated in this study. Sixty-nine students were in the TBL group, and 61 students were in the lecture group. The TBL group reported higher scores when asked if the learning style was a valuable experience (p=.045), helped them learn the course material (p=.01) and improved problem-solving skills (p=.04). Both groups gained significant amount of knowledge (p<.001) as calculated by the Student's paired t test. The change in scores was not significantly different between the groups (p=.73), as calculated using the Student's unpaired t test. CONCLUSION: As a learning strategy for family planning, TBL resulted in high student satisfaction. This is the first study to evaluate this innovative teaching style for medical student education in family planning.
Authors: Michelle Z Farland; Brigitte L Sicat; Andrea S Franks; Karen S Pater; Melissa S Medina; Adam M Persky Journal: Am J Pharm Educ Date: 2013-10-14 Impact factor: 2.047
Authors: Barry E Bleske; Tami L Remington; Trisha D Wells; Michael P Dorsch; Sally K Guthrie; Janice L Stumpf; Marissa C Alaniz; Vicki L Ellingrod; Jeffrey M Tingen Journal: Am J Pharm Educ Date: 2014-02-12 Impact factor: 2.047
Authors: Alexandra Bachorik; Michelle K Nemer; Grace L Chen; Cristina Baseggio Alexander; Stephen R Pelletier; Lydia E Pace; Helen M Shields Journal: Adv Med Educ Pract Date: 2019-11-19