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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide
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Published on: January 15, 2017

Team-based learning for psychiatry residents: a mixed methods study.

Isabel McMullen1, Jonathan Cartledge, Ruth Levine

  • 1Liaison Psychiatry, South London and Maudsley NHS Foundation Trust, Guys Hospital, Weston Street, London SE1 9RT, UK. isabel.mcmullen@kcl.ac.uk.

BMC Medical Education
|September 13, 2013
PubMed
Summary
This summary is machine-generated.

Team-based learning (TBL) significantly boosted classroom engagement among psychiatry residents, enhancing interactivity. However, TBL did not alter their views on teamwork, and preparation was challenging for some participants.

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • Psychiatry Training
  • Adult Learning Theory

Background:

  • Team-based learning (TBL) is recognized for enhancing knowledge acquisition, engagement, and teamwork skills in medical education.
  • While predominantly used with undergraduates, TBL holds potential for training practicing clinicians, including psychiatrists.

Purpose of the Study:

  • To evaluate the impact of TBL on classroom engagement in psychiatry residents.
  • To assess changes in residents' attitudes towards teamwork after a TBL module.
  • To explore residents' overall views and experiences with TBL.

Main Methods:

  • A mixed-methods approach was employed with 44 psychiatry residents in an Addictions Psychiatry TBL module.
  • Classroom engagement was measured using the Classroom Engagement Survey (CES) and compared to lectures.
  • Attitudes towards teamwork were assessed using the Value of Teams Scale (VTS) pre- and post-module, supplemented by feedback questionnaires and interviews.

Main Results:

  • A significant increase in CES scores was observed in the TBL module compared to lectures (p < 0.001).
  • No significant changes were found in VTS scores pre- and post-module (p = 0.519; p = 0.809).
  • Qualitative analysis revealed themes in learning, individual impact, teacher relationships, and learning process efficiency, with positive feedback except for preparation requirements.

Conclusions:

  • Team-based learning (TBL) effectively enhanced classroom engagement and learner interactivity among psychiatry residents.
  • While generally well-received, TBL's success was partially hindered by preparation demands.
  • TBL did not significantly influence residents' established attitudes regarding the value of teamwork.