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An Introduction to Occupational Medicine Using a Team-Based Learning Methodology.

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  • 1Education Specialist (Mr Kek); Professional Competencies I Component Head (Ms Buchanan); J.D. Irving Ltd. Research Chair in Occupational Medicine (Dr Adisesh) Dalhousie Medicine New Brunswick, Faculty of Medicine, Dalhousie University, Halifax, Nova Scotia, Canada.

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Team-Based Learning (TBL) effectively introduced medical students to Occupational Medicine concepts, enhancing their understanding of return-to-work issues. This methodology fostered critical thinking and teamwork when addressing workplace health and safety challenges.

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Area of Science:

  • Medical Education
  • Occupational Medicine
  • Pedagogy

Background:

  • Occupational Medicine education is crucial for preparing future physicians.
  • Traditional teaching methods may not fully equip students with practical workplace health skills.
  • Team-Based Learning (TBL) offers a collaborative approach to medical education.

Purpose of the Study:

  • To evaluate the effectiveness of Team-Based Learning (TBL) in achieving Occupational Medicine learning objectives.
  • To explore medical students' experiences with TBL in an Occupational Medicine context.

Main Methods:

  • Implementation of TBL methodology across three medical student cohorts.
  • TBL sessions included pre-class preparation, readiness quizzes, application activities, group discussions, and debriefing.
  • Feedback surveys were utilized to gather student experiences.

Main Results:

  • Learning objectives for Occupational Medicine were successfully met.
  • Students reported gaining valuable insights into return-to-work issues relevant to clinical practice.
  • TBL facilitated effective discussions on realistic occupational health cases, promoting teamwork and critical thinking.

Conclusions:

  • Team-Based Learning (TBL) is a viable method for teaching Occupational Medicine.
  • Existing case-based learning can be adapted to include TBL elements like quizzes and team activities.
  • Successful TBL implementation requires adjustments in roles and attitudes from both faculty and students.