Team-based learning: A novel approach to medical student education in family planning

Sheila K. Mody*, Jessica Kiley, Lori Gawron, Patricia Garcia, Cassing Hammond

*Corresponding author for this work

Research output: Contribution to journalArticle

11 Scopus citations

Abstract

Background: Medical schools are increasingly using team-based learning (TBL). We compared medical student satisfaction and understanding of key concepts in family planning following TBL and traditional lectures. Study Design: During the OB/GYN clinical rotation orientation, third year medical students completed a pretest in family planning. Students in the odd-numbered clerkships participated in TBL, and students in the even-numbered clerkships participated in lectures. Both groups of students completed a posttest and satisfaction survey. Results: A total of 130 students participated in this study. Sixty-nine students were in the TBL group, and 61 students were in the lecture group. The TBL group reported higher scores when asked if the learning style was a valuable experience (p=.045), helped them learn the course material (p=.01) and improved problem-solving skills (p=.04). Both groups gained significant amount of knowledge (p<.001) as calculated by the Student's paired t test. The change in scores was not significantly different between the groups (p=.73), as calculated using the Student's unpaired t test. Conclusion: As a learning strategy for family planning, TBL resulted in high student satisfaction. This is the first study to evaluate this innovative teaching style for medical student education in family planning.

Original languageEnglish (US)
Pages (from-to)239-242
Number of pages4
JournalContraception
Volume88
Issue number2
DOIs
StatePublished - Aug 1 2013

Keywords

  • Curriculum
  • Education
  • Medical student
  • Team-based learning

ASJC Scopus subject areas

  • Reproductive Medicine
  • Obstetrics and Gynecology

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