MedEdPORTAL (Feb 2012)
Interprofessional Team-Based Learning Module: Depression
Abstract
Abstract This resource is an interprofessional education (IPE) module which uses team-based learning (TBL) approaches to teach internal medicine residents, pharmacy residents, psychology graduate students, and chaplaincy graduate students about providing collaborative care to patients with depression. Learners who participated in this module routinely co-manage patients in a primary care clinic. The case used in this module is slightly modified from an actual patient case from this interprofessional primary care practice. The learning module (learning objectives, readiness assessment test, case, and case discussion points) were developed collaboratively by the listed authors. The authors, representing each discipline, served as faculty facilitators during the 2-hour learning session, providing participants with an opportunity to observe a model of interprofessional collaboration and interaction. There were seven to eight members per team, the majority of which were internal medicine residents with usually one to two members of each of the other disciplines represented. Other interprofessional TBL modules during the year encompassed topics such as introduction to the professions/motivational interviewing, and non-cancer pain. This TBL module was used in a two hour interprofessional education session with approximately 50 internal medicine residents, 10 pharmacy residents, 12 psychology graduate students, and eight chaplaincy graduate students at the Virginia Commonwealth University Health System. This module was expressly designed to promote a belief in the importance and effectiveness of interdisciplinary team work as well as content knowledge about depression among all the trainees. In an anonymous survey of the trainees in attendance, there was a uniform report of a “moderate gain” to “good gain” (2 and 3 on a 0–4 point scale ranging from “0 = no gain” to “4 = great gain”) on the stated objectives. Disciplines were generally similar in their ratings. The highest scores were for distinguishing between depression and grief, and learning about the role and training of chaplains. The TBL learning components were also rated in terms of how much help they provided in meeting the learning objectives. On a 0–4 scale (0 = no help and 4 = great help), the results were as follows: individual readiness assurance test = 2.2, team readiness assurance test = 2.7, case-based discussion within the team = 3.0, and case-based discussion with the full group = 3.0. These scores suggest that both team and large group discussions were perceived as the most effective elements of the experience.
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