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Transforming a clinical clerkship with team learning
Ruth E Levine1, Michael O'Boyle, Paul Haidet
1Department of Psychiatry and Behavioral Sciences, The University of Texas Medical Branch, Galveston, Texas 77755-0193, USA. rlevine@utmb.edu
Teaching and Learning in Medicine
|September 25, 2004
Summary
Team learning in medical education significantly improved student performance and engagement in psychiatry clerkships. This innovative method enhanced learning experiences compared to traditional lectures.
Area of Science:
- Medical Education
- Curriculum Development
- Psychiatry Training
Background:
- Introduction of team learning in a psychiatry clerkship in 2002.
- Goal: enhance classroom engagement and educational outcomes.
- Team learning combines interactive small group learning with expert content delivery.
Purpose of the Study:
- Evaluate the impact of team learning on student performance.
- Assess changes in student engagement and attitudes.
- Compare team learning to conventional didactic methods.
Main Methods:
- Replaced 8 of 16 lectures with team learning activities.
- Included prerequisite readings, readiness assurance tests, and application exercises.
- Compared student performance and experiences pre- and post-implementation.
Main Results:
- Significant improvement in National Board of Medical Examiners (NBME) psychiatry subject test scores.
- Higher scores in student attitudes towards teamwork.
- Students found team learning more engaging, effective, and enjoyable.
Conclusions:
- Team learning integration improved student performance and engagement in psychiatry clerkships.
- Enhanced student satisfaction with the learning process.
- Team learning shows potential as an effective educational strategy for other medical disciplines.