408TF Effective Integration of Team-Based Learning Into an Emergency Medicine Core Curriculum Conference

Abstract

Listen

Translate article

This pilot project was undertaken to see if the learning techniques utilizing inquiry-based learning (IBL) and Team-Based Learning (TBL) could be effectively incorporated into the normal standing curriculum currently used at a single institution’s weekly core curriculum conference. This was a staged activity planned out over a 2-week period of time. The topic of the learning activity was infectious disease. The goals of this learning activity were for residents to effectively utilize recommended asynchronous learning materials to further independent scholarship; engage in independent critical thinking and online resource utilization; and to participate in team-driven discussion and learning. In week 1, residents were given an introductory lecture on the topic and a short explanation session of what a combined IBL/TBL activity is. Over the next week, residents were required to the online IBL portion of the exercise utilizing a newly designed learning management system. This consisted of a popular peer-reviewed online blog about malaria and a developed open-book 10-question quiz testing application of the malaria learning materials. In week 2, the IBL quiz was reviewed. Residents were then broken into groups of mixed classes and given a short period of time to work through a second quiz based on broader infectious disease learning materials. At the end, residents participated in a competitive game using the online quiz program Kahoot!®, then completed a brief survey on the effectiveness of the learning modality. Overall, the activity was very well received. Out of 43 total residents, 22 participated in both the IBL and TBL portions of the exercise. Based on survey results, 95% of residents enjoyed the learning activity, and 95% also stated they would prefer this activity to a standard lecture alone. 100% of participants stated they would be interested in performing this activity again. One of the minor evaluation points was whether the resident would now be more interested in using asynchronous learning materials, with 77% responding positively. The qualitative comments were largely positive towards the experience itself with the majority of participants highlighting the group activity portion. However, there were concerns raised that the TBL portion felt rushed, and they would have appreciated more time spent on discussion of correct answers for both the IBL and TBL quizzes. This two-week pilot project yielded acceptable Kirkpatrick Level I reaction data and is an encouraging first step in understanding how to implement an IBL/TBL curricular intervention. Further iterations will seek to better understand any measurable impact on learning and behavior in our trainees, such as in material retention, in-training exam scores, or increased utilization of asynchronous learning materials.