Team-Based Learning of Evidence-Based Medicine: Screening

Abstract

OPEN ACCESSJune 20, 2013Team-Based Learning of Evidence-Based Medicine: Screening Joan M. Bedinghaus, MD, David Nelson, PhD, MA Joan M. Bedinghaus, MD Medical College of Wisconsin Google Scholar More articles by this author , David Nelson, PhD, MA Medical College of Wisconsin Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9450 SectionsAboutAbstract ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: This team-based learning session is one of a series of five developed for a course called “Foundations of Evidence-Based Medicine” for first-year medical students. Of these five, four are published on MedEdPORTAL and cover the topics of randomized controlled trials, case-control and cohort studies, diagnostic testing, and screening. Methods: The resource includes a list of objectives, preparation assignments, slides for a brief in-class presentation, a quiz, and application exercises. An instructor's manual is also included. Students arrive at the session having already reviewed a series of preparatory readings. They are first administered an individual readiness assurance test before being grouped into teams of 5–7 students and retake the same test (group readiness assurance test) as a unit. This is followed by a review of the answers and an informational PowerPoint presentation. Finally, the students complete a series of application exercises while remaining in their groups. Results: The course was given twice (Fall 2011 and Spring 2012), each time with a group of 100–104 students. Discussion: Previously, we had taught evidence-based medicine using 10–12 hours of lecture, three 1.5 hour small group sessions, and two online self-study modules. The course was poorly rated by students and the performance on USMLE in biostats was consistently below national averages. The sessions published here were developed in hopes of improving understanding and retention of evidence-based medicine concepts. Educational Objectives By the end of this session, learners will be able to: Define and identify examples of primary, secondary, and tertiary prevention.List and define the characteristics of an effective screening program.Identify bias and error in the evaluation of screening programs.Identify and evaluate the features of a high-quality systematic review. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Instructor's Manual.pdf Session 5 EBM - APPLICATIONS - Answer Key.doc Session 5 EBM - FAQs.pptx Session 5 EBM - IRAT GRAT.pptx Session 5 EBM-APPLICATIONS.pptx Session 5 EBM-OBJ and PREP-RAT Answer Key.docx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Related Team-Based Learning of EBM: Case-Control and Cohort Studies Team-Based Learning of Evidence-Based Medicine: Screening Team-Based Learning of EBM: Randomized Controlled Trials Team-Based Learning of EBM: Diagnostic Testing Copyright & Permissions© 2013 Bedinghaus and Nelson. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsScreeningLead Time BiasEvidence-Based MedicineTeam-Based LearningLength BiasReviewTBLSystematic Review Disclosures None to report. Funding/Support None to report. Loading ...