ArticleJournal of graduate medical education2015
Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching.
Article in Journal of graduate medical education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers.
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Who cites it
21 citing papers in PubMed.
- Team-Based Learning as a Feasible, Acceptable, and Effective Educational Method for Internal Medicine Trainees - A Multi-phase Intervention and Cohort Comparison.Journal of general internal medicine · 2025Article
- Student feedback on team-based learning in a preclinical oral surgery course: A pilot study.Journal of Taibah University Medical Sciences · 2024Article
- Application of lecture-and-team-based learning in stomatology: in-class and online.BMC medical education · 2024Article
- An Active-Learning Framework for Educating Medical Students on SARS-CoV-2 Variants and COVID-19 Epidemiology.MedEdPublish (2016) · 2024Article
- Improving the quality of psychiatric residency training in Isfahan University of Medical Sciences by learning teams and changing curriculum implementation: An action research study.Journal of education and health promotion · 2024Article
- Meeting the challenge of teaching bioethics: a successful residency curricula utilizing Team-Based Learning.Annals of medicine · 2022Article
- Team-Based Learning in Prosthodontics Courses: Students' Satisfaction.International journal of dentistry · 2022Article
- Review
- Curriculum Transition From Lecture-Based to Team-Based Learning is Associated With Improved Performance on Internal Medicine In-Training Examination.Journal of graduate medical education · 2021Article
- Increasing Knowledge and Self-Efficacy on Differences in Sex Development (DSD): A Team-Based Learning Activity for Pediatric Residents.MedEdPORTAL : the journal of teaching and learning resources · 2021Article
- Conference Didactic Planning and Structure: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors.The western journal of emergency medicine · 2020Review
- Team-Based Learning in Bioethics Education: Creating a Successful Curriculum for Residents in an Era of "Curricular Squeeze".Medical science educator · 2020Article
- Emergency medicine clerkship curriculum in a high-income developing country: methods for development and application.International journal of emergency medicine · 2018Article
- Team-Based Learning Is Effective in Teaching Appropriate Utilization of Hemostasis Laboratory Tests Using Storyline Case-Authoring Software.MedEdPORTAL : the journal of teaching and learning resources · 2018Article
- Feasibility of a Comprehensive Medical Knowledge Curriculum in Internal Medicine Using Team-Based Learning.Journal of graduate medical education · 2018Article
- Variations in Team-Based Learning Methodology Call for Active Scholarship in Support of a Gold Standard.Journal of graduate medical education · 2017Article
- Type 1 Diabetes Mellitus: Pediatric Team-Based Learning Module.MedEdPORTAL : the journal of teaching and learning resources · 2017Article
- Article
- Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study.Advances in medical education and practice · 2017Article
- Hypertension and Chronic Kidney Disease in Primary Care.MedEdPORTAL : the journal of teaching and learning resources · 2016Article
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundTeam-based learning (TBL) is used in undergraduate medical education to facilitate higher-order content learning, promote learner engagement and collaboration, and foster positive learner attitudes. There is a paucity of data on the use of TBL in graduate medical education. Our aim was to assess resident engagement, learning, and faculty/resident satisfaction with TBL in internal medicine residency ambulatory education.
methodsSurvey and nominal group technique methodologies were used to assess learner engagement and faculty/resident satisfaction. We assessed medical learning using individual (IRAT) and group (GRAT) readiness assurance tests.
resultsResidents (N = 111) involved in TBL sessions reported contributing to group discussions and actively discussing the subject material with other residents. Faculty echoed similar responses, and residents and faculty reported a preference for future teaching sessions to be offered using the TBL pedagogy. The average GRAT score was significantly higher than the average IRAT score by 22%. Feedback from our nominal group technique rank ordered the following TBL strengths by both residents and faculty: (1) interactive format, (2) content of sessions, and (3) competitive nature of sessions.
conclusionsWe successfully implemented TBL pedagogy in the internal medicine ambulatory residency curriculum, with learning focused on the care of patients in the ambulatory setting. TBL resulted in active resident engagement, facilitated group learning, and increased satisfaction by residents and faculty. To our knowledge this is the first study that implemented a TBL program in an internal medicine residency curriculum.
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