Effects of additional team-based learning on students’ clinical reasoning skills: a pilot study
Abstract Background In the field of Neurology good clinical reasoning skills are essential for successful diagnosing and treatment. Team-based learning (TBL), an active learning and small group instructional strategy, is a promising method for fostering these skills. The aim of this pilot study was...
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| Format: | Article |
| Language: | English |
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BMC
2017-07-01
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| Series: | BMC Research Notes |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s13104-017-2614-9 |
| _version_ | 1811214790593347584 |
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| author | Meike Jost Peter Brüstle Marianne Giesler Michel Rijntjes Jochen Brich |
| author_facet | Meike Jost Peter Brüstle Marianne Giesler Michel Rijntjes Jochen Brich |
| author_sort | Meike Jost |
| collection | DOAJ |
| description | Abstract Background In the field of Neurology good clinical reasoning skills are essential for successful diagnosing and treatment. Team-based learning (TBL), an active learning and small group instructional strategy, is a promising method for fostering these skills. The aim of this pilot study was to examine the effects of a supplementary TBL-class on students’ clinical decision-making skills. Methods Fourth- and fifth-year medical students participated in this pilot study (static-group comparison design). The non-treatment group (n = 15) did not receive any additional training beyond regular teaching in the neurology course. The treatment group (n = 11) took part in a supplementary TBL-class optimized for teaching clinical reasoning in addition to the regular teaching in the neurology course. Clinical decision making skills were assessed using a key-feature problem examination. Factual and conceptual knowledge was assessed by a multiple-choice question examination. Results The TBL-group performed significantly better than the non-TBL-group (p = 0.026) in the key-feature problem examination. No significant differences between the results of the multiple-choice question examination of both groups were found. Conclusions In this pilot study participants of a supplementary TBL-class significantly improved clinical decision-making skills, indicating that TBL may be an appropriate method for teaching clinical decision making in neurology. Further research is needed for replication in larger groups and other clinical fields. |
| first_indexed | 2024-04-12T06:10:24Z |
| format | Article |
| id | doaj.art-316cf952fbf84df58dc5298a5143ccff |
| institution | Directory Open Access Journal |
| issn | 1756-0500 |
| language | English |
| last_indexed | 2024-04-12T06:10:24Z |
| publishDate | 2017-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Research Notes |
| spelling | doaj.art-316cf952fbf84df58dc5298a5143ccff2022-12-22T03:44:43ZengBMCBMC Research Notes1756-05002017-07-011011710.1186/s13104-017-2614-9Effects of additional team-based learning on students’ clinical reasoning skills: a pilot studyMeike Jost0Peter Brüstle1Marianne Giesler2Michel Rijntjes3Jochen Brich4Department of Neurology and Neuroscience, Medical Center–University of FreiburgCenter of Competence for the Evaluation of Teaching in Medicine Baden-Württemberg, Albert-Ludwigs-University FreiburgCenter of Competence for the Evaluation of Teaching in Medicine Baden-Württemberg, Albert-Ludwigs-University FreiburgDepartment of Neurology and Neuroscience, Medical Center–University of FreiburgDepartment of Neurology and Neuroscience, Medical Center–University of FreiburgAbstract Background In the field of Neurology good clinical reasoning skills are essential for successful diagnosing and treatment. Team-based learning (TBL), an active learning and small group instructional strategy, is a promising method for fostering these skills. The aim of this pilot study was to examine the effects of a supplementary TBL-class on students’ clinical decision-making skills. Methods Fourth- and fifth-year medical students participated in this pilot study (static-group comparison design). The non-treatment group (n = 15) did not receive any additional training beyond regular teaching in the neurology course. The treatment group (n = 11) took part in a supplementary TBL-class optimized for teaching clinical reasoning in addition to the regular teaching in the neurology course. Clinical decision making skills were assessed using a key-feature problem examination. Factual and conceptual knowledge was assessed by a multiple-choice question examination. Results The TBL-group performed significantly better than the non-TBL-group (p = 0.026) in the key-feature problem examination. No significant differences between the results of the multiple-choice question examination of both groups were found. Conclusions In this pilot study participants of a supplementary TBL-class significantly improved clinical decision-making skills, indicating that TBL may be an appropriate method for teaching clinical decision making in neurology. Further research is needed for replication in larger groups and other clinical fields.http://link.springer.com/article/10.1186/s13104-017-2614-9Team-based learningKey feature problem examinationClinical reasoningClinical decision-makingUndergraduateNeurology |
| spellingShingle | Meike Jost Peter Brüstle Marianne Giesler Michel Rijntjes Jochen Brich Effects of additional team-based learning on students’ clinical reasoning skills: a pilot study BMC Research Notes Team-based learning Key feature problem examination Clinical reasoning Clinical decision-making Undergraduate Neurology |
| title | Effects of additional team-based learning on students’ clinical reasoning skills: a pilot study |
| title_full | Effects of additional team-based learning on students’ clinical reasoning skills: a pilot study |
| title_fullStr | Effects of additional team-based learning on students’ clinical reasoning skills: a pilot study |
| title_full_unstemmed | Effects of additional team-based learning on students’ clinical reasoning skills: a pilot study |
| title_short | Effects of additional team-based learning on students’ clinical reasoning skills: a pilot study |
| title_sort | effects of additional team based learning on students clinical reasoning skills a pilot study |
| topic | Team-based learning Key feature problem examination Clinical reasoning Clinical decision-making Undergraduate Neurology |
| url | http://link.springer.com/article/10.1186/s13104-017-2614-9 |
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