Team-Based Learning Module for Anatomy of the Posterior Upper Limb
Abstract Introduction This team-based learning (TBL) module was designed for preclinical physician assistant and nurse anesthetist students but is suitable for a variety of medical and health professional students. The resource uses the TBL approach to teach the gross anatomy of the posterior arm, e...
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| Format: | Article |
| Language: | English |
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Association of American Medical Colleges
2015-05-01
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| Series: | MedEdPORTAL |
| Subjects: | |
| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.10097 |
| _version_ | 1819228871705231360 |
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| author | William Brooks Jonathan Isbell |
| author_facet | William Brooks Jonathan Isbell |
| author_sort | William Brooks |
| collection | DOAJ |
| description | Abstract Introduction This team-based learning (TBL) module was designed for preclinical physician assistant and nurse anesthetist students but is suitable for a variety of medical and health professional students. The resource uses the TBL approach to teach the gross anatomy of the posterior arm, extensor forearm, and dorsum of hand. Methods The application exercise takes students through the presentation, diagnosis, and treatment of a mid-shaft humeral fracture and sequential development of compartment syndrome. This TBL session includes a preclass assignment in which students are given learning objectives and suggested readings. Results Student outcomes data was evaluated to determine the effectiveness of this TBL as a supplement to cadaveric dissection. Students of the 2014 course who participated in TBL outscored students of the 2013 course on all written and practical examinations. On average, students who participated in TBL in conjunction with lecture and dissection scored 4.9 percentage points higher on written examinations and 5.0 points higher on practical examinations than those who only participated in lectures and dissections. Discussion Following administration of this TBL module, it was noted that the application exercises took longer than 1 hour to complete. Therefore, one of the application exercise questions was removed to reduce the length of this phase of the TBL process. We selected the least-challenging question to remove from the module. |
| first_indexed | 2024-12-23T11:04:10Z |
| format | Article |
| id | doaj.art-bc5efb87e81748be835001b25374703b |
| institution | Directory Open Access Journal |
| issn | 2374-8265 |
| language | English |
| last_indexed | 2024-12-23T11:04:10Z |
| publishDate | 2015-05-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj.art-bc5efb87e81748be835001b25374703b2022-12-21T17:49:33ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652015-05-011110.15766/mep_2374-8265.10097Team-Based Learning Module for Anatomy of the Posterior Upper LimbWilliam Brooks0Jonathan Isbell11 University of Alabama at Birmingham2 University of Alabama at BirminghamAbstract Introduction This team-based learning (TBL) module was designed for preclinical physician assistant and nurse anesthetist students but is suitable for a variety of medical and health professional students. The resource uses the TBL approach to teach the gross anatomy of the posterior arm, extensor forearm, and dorsum of hand. Methods The application exercise takes students through the presentation, diagnosis, and treatment of a mid-shaft humeral fracture and sequential development of compartment syndrome. This TBL session includes a preclass assignment in which students are given learning objectives and suggested readings. Results Student outcomes data was evaluated to determine the effectiveness of this TBL as a supplement to cadaveric dissection. Students of the 2014 course who participated in TBL outscored students of the 2013 course on all written and practical examinations. On average, students who participated in TBL in conjunction with lecture and dissection scored 4.9 percentage points higher on written examinations and 5.0 points higher on practical examinations than those who only participated in lectures and dissections. Discussion Following administration of this TBL module, it was noted that the application exercises took longer than 1 hour to complete. Therefore, one of the application exercise questions was removed to reduce the length of this phase of the TBL process. We selected the least-challenging question to remove from the module.http://www.mededportal.org/doi/10.15766/mep_2374-8265.10097Upper ExtremityAnatomyTBLTeam-Based LearningArmForearm |
| spellingShingle | William Brooks Jonathan Isbell Team-Based Learning Module for Anatomy of the Posterior Upper Limb MedEdPORTAL Upper Extremity Anatomy TBL Team-Based Learning Arm Forearm |
| title | Team-Based Learning Module for Anatomy of the Posterior Upper Limb |
| title_full | Team-Based Learning Module for Anatomy of the Posterior Upper Limb |
| title_fullStr | Team-Based Learning Module for Anatomy of the Posterior Upper Limb |
| title_full_unstemmed | Team-Based Learning Module for Anatomy of the Posterior Upper Limb |
| title_short | Team-Based Learning Module for Anatomy of the Posterior Upper Limb |
| title_sort | team based learning module for anatomy of the posterior upper limb |
| topic | Upper Extremity Anatomy TBL Team-Based Learning Arm Forearm |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.10097 |
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