Internists, pharmacists, and psychologists on learning teams: An interprofessional team-based learning experience in graduate medical education

Abstract

Abstract Background Curricula in graduate medical education should include active learning, enhance critical thinking skills, and promote team-work. Team-based learning (TBL) is an active learning strategy shown to improve both test scores and participants' attitudes about teamwork. Purpose We sought to determine the feasibility of using TBL to enhance the ambulatory education of medical residents, pharmacy residents, and psychology graduate students. These learners often manage outpatients in parallel, but rarely have the opportunity to learn together in teams. Method We delivered three interprofessional TBL modules over the course of one academic year. We assessed learners' self-perceived improvements in knowledge, skills, and attitudes related to the objectives of each module, using a retrospective pre-post survey. Discussion Learners reported improvements in their knowledge, skills, and attitudes after each modules. Conclusions Interprofessional TBL appears to improve learning and participants' perception of managing patients in teams. Challenges include the time to develop modules and coordinating schedules for interprofessional learners.