ArticleJournal of graduate medical education2016
Using a Team-Based Learning Approach at National Meetings to Teach Residents Genomic Pathology.
Article in Journal of graduate medical education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers, 3 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
13 citing papers in PubMed, 3 syntheses or guidelines pooled it.
- Intervention Descriptions in Medical Education: What Can Be Improved? A Systematic Review and Checklist.Academic medicine : journal of the Association of American Medical Colleges · 2019Pooled it
- Flipping the Classroom in Graduate Medical Education: A Systematic Review.Journal of graduate medical education · 2019Pooled it
- Genetics/genomics education for nongenetic health professionals: a systematic literature review.Genetics in medicine : official journal of the American College of Medical Genetics · 2017Pooled it
- Establishing molecular pathology curriculum for pathology trainees and continued medical education: a collaborative work from the Molecular Pathology Study Group of the Korean Society of Pathologists.Journal of pathology and translational medicine · 2023Article
- Integration of Genomic Medicine in Pathology Resident Training.American journal of clinical pathology · 2020Article
- Teaching Genomic Pathology: Translating Team-Based Learning to a Virtual Environment Using Computer-Based Simulation.Archives of pathology & laboratory medicine · 2019Article
- Effect of a Flipped Classroom on Knowledge Acquisition and Retention in an Internal Medicine Residency Program.Journal of graduate medical education · 2019Article
- Physician preparedness for big genomic data: a review of genomic medicine education initiatives in the United States.Human molecular genetics · 2018Review
- Article
- The Undergraduate Training in Genomics (UTRIG) Initiative: early & active training for physicians in the genomic medicine era.Personalized medicine · 2018Article
- Flipping Out: Does the Flipped Classroom Learning Model Work for GME?Journal of graduate medical education · 2017Article
- The National Cancer Institute R25 Cancer Education Grants Program: A Workshop Report.Journal of cancer education : the official journal of the American Association for Cancer Education · 2017Review
- Improving Genomic Literacy Among Cardiovascular Practitioners via a Flipped-Classroom Workshop at a National Meeting.Circulation. Cardiovascular genetics · 2016Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
backgroundAccumulating data suggest that team-based learning (TBL) is more effective than lecture-based teaching strategies. Educational sessions at national meetings, however, tend to be lecture-based, and unlike most examples of TBL, involve participants who do not know each other or the instructor.
objectiveWe evaluated a 1-day TBL genomic pathology workshop for residents held at 3 national meetings.
methodsA committee of experts developed the workshop. Prior to attending, participants were provided access to readings and asked to answer preparation questions. Each of the 4 modules within the workshop consisted of a 60-minute TBL activity flanked by 15- to 30-minute preactivity and postactivity lectures. We used surveys to acquire participant evaluation of the workshop.
resultsFrom 2013-2014, 86 pathology residents from 61 programs participated in 3 workshops at national meetings. All workshops were well received, with over 90% of attendees indicating that they would recommend them to other residents and that the material would help them as practicing pathologists. An incremental approach facilitated decreasing faculty presence at the workshops: the first 2 workshops had 7 faculty each (1 facilitator for each team and 1 circulating faculty member), while the final workshop involved only 2 faculty for 6 teams. For this final session, participants agreed that circulating faculty provided adequate support. Participant "buy-in" (requiring completion of a preworkshop survey) was critical in enabling a TBL approach.
conclusionsThese results demonstrate that TBL is a feasible and effective strategy for teaching genomic medicine that is acceptable to pathology residents at national meetings.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.