Modules

The following Team-Based Learning™ modules have been peer-reviewed and published on MedEdPORTAL. To access any publication, you need to create a free user account. If you already have an account, go directly to the main MedEdPORTAL page, then click the Sign In information in the upper right corner.

2007

 

Gynecologic-Oncology Team-Based Learning™ Session for Third-Year Ob/GYN Medical Student Clerkship

Davis, K.
University of Arkansas COM
2007 September

This Team-Based Learning™ program is designed to supplement third-year medical student clerkships in obstetrics and gynecology. This session addresses primary objectives listed by the 8th edition APGO medical student educational objectives and is geared to prepare students for gynecologic-oncology questions that will be encountered on medical licensure exams. The Team-Based Learning™ format includes a readiness assurance test that is taken by individuals and as a team effort. This is followed by application exercises aimed at utilization of knowledge accumulated in preparation for the readiness exams. Students are required to prepare for the session ahead of time by reading Chapters 27-31 of Blueprints: Obstetrics & Gynecology, 4th Edition by Callahan and Caughey.

 

Pelvic Relaxation and Urinary Incontinence/ Endometriosis/ Benign Disease of the Uterus/Menopause - Team-Based Learning™ Module

Davis, K.
University of Arkansas COM
2007 September

This Team-Based Learning™ program is designed to supplement third-year medical student clerkships in obstetrics and gynecology. This session addresses primary objectives listed by the 8th edition APGO medical student educational objectives and is geared to prepare students for questions regarding pelvic relaxation, urinary incontinence, Endometriosis, Uterine Leiomyomas, and menopause that will be encountered on medical licensure exams. The Team-Based Learning™ format includes a readiness assurance test that is taken by individuals and as a team effort. This is followed by application exercises aimed at utilization of knowledge accumulated in preparation for the readiness exams. Students are required to prepare for the session ahead of time by reading Chapters 13-15, and 18-20 of Blueprints: Obstetrics & Gynecology, 4th Edition by Callahan and Caughey.

2006

 

Infective Endocarditis: A Multidisciplinary Interactive Team-Based Learning™ Exercise

Nelson S., Koles P., Elder B.L.
Wright State University Boonshoft SOM
2006 November

This educational resource is built around a case of infective endocarditic due to viridians streptococci. These bacteria gained access to the blood following trauma to the mouth and teeth inflicted by a baseball bat during a barroom brawl. The patient presents with a fever, facial bruise, heart murmur, subungual splinter hemorrhages, Roth spots, and splenomegaly. Culture and gram stain detect the etiologic agent. Allergy to penicillin is present, so treatment is with gentamicin and vancomycin. The exercise is organized as an unfolding case history. A key feature is that the slides in the case can be presented in sequence; thus the events unfold over time, mimicking real life. 8 multiple choice questions are inserted at strategic points in this exercise. Medical students may answer these questions in teams or as individuals. Educational goals include an understanding of the clinical manifestations and risk factors for infective endocarditic, mechanisms of action and adverse effects of antimicrobial agents, mechanisms involved in Type I allergy to penicillin, and identification of bacteria. Use of this learning tool encourages collegial interaction, peer-to-peer clarification of knowledge, and dynamic sharing to arrive at consensus choices.

 

Down Syndrome: A Multidisciplinary Interactive Team-Based Learning™ Exercise

Nelson S., Koles P., Bierke-Nelson D.
Wright State University Boonshoft SOM
2006 July

This educational resource is woven around a newborn female with Down syndrome. Several associated disorders are explored from a basic science, diagnostic, and therapeutic standpoint: a) heart murmur due to a ventricular septal defect that is surgically corrected to prevent a right-to-left shunt. b) acute leukemia that is treated with a bone marrow transplant following HLA tissue matching of recipient and donor. c) autopsy findings indicative of Alzheimer disease. The exercise is organized as an unfolding case history with issues developing over time, reflecting how this genetic disease gradually affects multiple organ systems. A key feature is that the slides in the case can be presented in sequence; thus the events unfold over time, mimicking real life. 8 multiple choice questions are inserted at strategic points in this exercise. Medical students may answer these questions in teams or as individuals. Educational goals include an understanding of genetic mechanisms, congenital heart disease, a complete blood count including interpretation of a peripheral smear, HLA and bone marrow transplantation, and neurodegenerative disease. Use of this learning tool encourages collegial interaction, peer-to-peer clarification of knowledge, and dynamic sharing to arrive at consensus choices.

 

Introduction to Autonomic Pharmacology

McMahon, K.
Texas Tech University Health Science Center SOM
2006 July

This Team-Based Learning™ session was designed to instruct students in the effects of various drugs on the autonomic and somatic nervous systems. The materials were used in a 2 hour session facilitated by a PhD for content expertise in basic science. A second instructor who is an MD has been occasionally involved to help bring clinical relevance to the basic science material. Two application exercises are included, used on alternating years. Assigned prereading for this module is Chapter 6, "Introduction to autonomic Pharmacolgy" of Basic and Clinical Pharmacology, 9th Edition (ed. B.G. Katzung, Lange Medical Books/McGraw Hill), 2004.

 

Mechanisms of Sickle Cell Anemia - Team-Based Learning™ Module

Onady, G.
Wright State University Boonshoft SOM
2006 July

This web-based Team-Based Learning™ program is designed to supplement the first year Molecular Basis of Medicine course (Biochemistry Content) covering quaternary protein structure. This session compares the impact of amino acid substation on HbA, HbS, HbF on quaternary structure and function. Protein solubility, role and rate of oxygenation, hemoglobin concentration and rate of microvascular transient time relative to polymerization reactions are detailed to enhance appreciation as to mechanisms of disease impacted by quaternary structural defects. The Team-Based Learning™ format includes a readiness assessment test that is taken individually and by teams, an applications worksheet that integrates basic knowledge components into medical decision making tasks, and a summary point review sheet used as a study guide toward formal examination assessments used throughout the course.

2005

 

Personality Disorder - Team-Based Learning™ Module

Levine, R.
University of Texas Medical Branch SOM
2005 January

This Team-Based Learning™ was designed to instruct psychiatry clerkship students in recognition and management of personality disorders. Students are asked to complete the required reading, Personality Disorders, Psychiatry, Cutler & Marcus, Ch 8 pp 149-169, in advance. The materials were used in a 2 hour session facilitated by an MD. It is part of a series of approximately 16 teaching sessions with clerkship students. Three years ago these sessions were conducted as lectures; many were converted to team learning sessions with positive response from students and improvement in test scores.

 

Geriatric Pharmacology - Team-Based Learning™ Module

McMahon, K.
Texas Tech University Health Science Center SOM
2005 January

This Team-Based Learning™ session was designed to instruct students in issues related to geriatric pharmacology and strategies for prescribing in the elderly. The materials were used in a 2 hour session facilitated by an MD and PhD for content expertise in both basic and clinical science and to bring clinical relevance to the basic science material. This module is part of a year-long course in pharmacology using multiple team learning modules to teach content.