OBJECTIVE: To estimate the effects of team-based learning sessions as part of the curriculum for the obstetrics and gynecology clerkship. METHODS: This is a prospective cohort study of clinical clerkship curriculum undertaken in Kansas City and Wichita between 2013 and 2017. A team-based learning curriculum included the same topics as the traditional lecture-format lectures and was instituted in Kansas City. The primary outcome was the obstetrics and gynecology National Board of Medical Examiners examination given at the end of the clerkship, both before and after the implementation of the team-based learning curriculum in Kansas City. An online questionnaire issued by the University of Kansas School of Medicine assessed learner satisfaction. A voluntary multiple-choice examination taken by both Kansas City and Wichita students months after clerkship completion assessed knowledge retention. RESULTS: The post-team-based learning Kansas City cohort scored a mean of 78.6 (95% CI 77.8-79.4) on the National Board of Medical Examiners obstetrics and gynecology subject examination compared with the pre-team-based learning Kansas City cohort scoring a mean of 74.6 (95% CI 73.6-75.6, P<.001). Student surveys did not show significant differences in satisfaction between pre-team- and post-team-based learning cohorts in Kansas City. There was no significant difference in knowledge retention scores between Kansas City and Wichita cohorts. DISCUSSION: We found significant improvement in National Board of Medical Examiners subject examination scores, which is likely the result of multiple curriculum changes, including the shift from didactic sessions to the active learning strategy of team-based learning. Team-based learning has provided a beneficial and stimulating learning experience for students.
OBJECTIVE: To estimate the effects of team-based learning sessions as part of the curriculum for the obstetrics and gynecology clerkship. METHODS: This is a prospective cohort study of clinical clerkship curriculum undertaken in Kansas City and Wichita between 2013 and 2017. A team-based learning curriculum included the same topics as the traditional lecture-format lectures and was instituted in Kansas City. The primary outcome was the obstetrics and gynecology National Board of Medical Examiners examination given at the end of the clerkship, both before and after the implementation of the team-based learning curriculum in Kansas City. An online questionnaire issued by the University of Kansas School of Medicine assessed learner satisfaction. A voluntary multiple-choice examination taken by both Kansas City and Wichita students months after clerkship completion assessed knowledge retention. RESULTS: The post-team-based learning Kansas City cohort scored a mean of 78.6 (95% CI 77.8-79.4) on the National Board of Medical Examiners obstetrics and gynecology subject examination compared with the pre-team-based learning Kansas City cohort scoring a mean of 74.6 (95% CI 73.6-75.6, P<.001). Student surveys did not show significant differences in satisfaction between pre-team- and post-team-based learning cohorts in Kansas City. There was no significant difference in knowledge retention scores between Kansas City and Wichita cohorts. DISCUSSION: We found significant improvement in National Board of Medical Examiners subject examination scores, which is likely the result of multiple curriculum changes, including the shift from didactic sessions to the active learning strategy of team-based learning. Team-based learning has provided a beneficial and stimulating learning experience for students.
Authors: Roko Žaja; Hana Brborović; Dominik Oroz; Katarina Zahariev Vukšinić; Marija Bubaš; Tajana Božić; Milan Milošević Journal: Arh Hig Rada Toksikol Date: 2021-06-28 Impact factor: 2.078