A pilot study of team-based learning in one-hour pediatrics residency conferences

• DOI: 10.1186/s12909-019-1702-z
• Publication Date: 2019-07-18T11:02:54Z
• Authors: Anna Volerman; Rachel Stork Poep...
• Keywords: Facilitator; Attendance; Team-Based Learning

Active learning has been shown to improve knowledge retention, facilitate feedback, and motivate learners. Despite this evidence, lecture, a passive mode of instruction, is the most widely utilized instructional method for residency educational conferences. Team-based fosters active but infrequently used during training. Three team-based sessions (one introductory two content-based) were held noon conferences in pediatrics program. A pre-post static-group design was evaluate learner satisfaction gains. Additional data collected about facilitator preparation, session attendance, readiness assurance test scores. Descriptive statistics qualitative content analyses conducted. Forty-seven residents students participated (81%, 47 58). Prior session, majority participants (55%) not familiar with learning. After three sessions, 65% reported high levels When compared traditional, lecture-based conferences, 76% more engagement 48% perceived sessions. Challenges included low completion rates assigned reading prior abridged discussions due time limitations Each required 10 hours preparation curriculum development. resulted greater among learners when formats. However, it did prove be feasible one-hour Adaptations that promote overcome may feasibility impact Not applicable.