Blood Disorders Team-Based Learning Module

Abstract

Abstract Introduction This resource uses team-based learning (TBL) principles to teach medical students clinical applications of challenging pediatric topics. This TBL module has been piloted for 1 year in the third-year pediatric clerkship as part of the core pediatric curriculum at the Medical College of Wisconsin. This pilot trial is in the process of being formally evaluated as part of a prospective study comparing TBL with traditional lectures and student performance on the NBME examination. Methods This module is on pediatric blood disorders. Included in the module are questions, answer keys, materials for facilitating sessions, and citations for reference articles. Results Over the course of running this session, we found that students preferred the session (rating it more favorably) when run with 18 students as compared to 36. Faculty reported greater enjoyment with the smaller group as well. This was likely due to the interaction a small group allowed. Students appreciated the sessions when the faculty were able to circulate to each table and gently guide and offer suggestions when a team was stuck. Faculty reported that with the smaller group, it was easier to identify students who did not have mastery of an important concept from the session and that they could thus focus their attention more judiciously. Discussion Overall, the groups reported better learning and enjoyment when they got to interact with the facilitator at their table. In the traditional lecture format, the instructor is at the front of the room for the entire period of instruction, and there is minimal to no interaction with the learners. This highlights an advantage of TBL over the traditional lecture format.

Keywords

• TBL
• Team-Based Learning
• Anemia
• Thrombocytopenia
• Hemolytic Uremic Syndrome
• Acute Lymphoblastic Leukemia