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Suicide Assessment and Management Team-Based Learning Module.

Sarah Lerchenfeldt1, Suzan Kamel-ElSayed2, Gustavo Patino3

  • 1Assistant Professor, Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine.

Mededportal : the Journal of Teaching and Learning Resources
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PubMed
Summary
This summary is machine-generated.

A team-based learning (TBL) module effectively trained health professions students in suicide risk assessment and patient management. This interactive approach improved critical thinking and preparedness for clinical practice.

Keywords:
Clinical Reasoning/Diagnostic ReasoningCommunication SkillsEthicsEvidence-Based MedicinePatient SafetySuicideSuicide ManagementSuicide Risk AssessmentSuicide TreatmentTeam-Based Learning

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Area of Science:

  • Medical Education
  • Psychiatry
  • Public Health

Background:

  • Suicide is a significant global health concern requiring healthcare providers to be proficient in assessment and management.
  • A notable gap exists in current healthcare education regarding suicide prevention and intervention strategies.
  • Many health professionals lack adequate training to address the complexities of suicide risk in patients.

Purpose of the Study:

  • To develop and evaluate an interactive team-based learning (TBL) module for health professions students focused on suicide assessment and management.
  • To enhance students' ability to identify suicide risk factors and formulate clinical management plans.
  • To provide an adaptable educational resource for various health professions, including medical, nursing, and physician assistant students.

Main Methods:

  • A team-based learning (TBL) module was implemented for second-year medical students during a psychopathology course.
  • The module focused on comprehensive suicide risk assessment and clinical management strategies.
  • The TBL was delivered over three consecutive years to multiple student teams.

Main Results:

  • 342 students across 62 teams participated in the TBL over three years.
  • Class averages on individual and team readiness assurance tests remained consistently high (80-88%).
  • Course evaluations indicated the TBL fostered critical thinking and enhanced preparedness for clinical roles.

Conclusions:

  • The TBL module proved to be an effective educational tool for suicide assessment and management training.
  • The interactive format stimulated high-quality discussions and sustained student engagement.
  • This TBL module offers a valuable and adaptable resource for improving suicide care education in health professions.