Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2013 Sep 11:13:124.
doi: 10.1186/1472-6920-13-124.

Team-based learning for psychiatry residents: a mixed methods study

Isabel McMullen  1 , Jonathan Cartledge, Ruth Levine, Amy Iversen
Affiliations

Team-based learning for psychiatry residents: a mixed methods study

Isabel McMullen et al. BMC Med Educ. .

Abstract

Background: Team-based learning (TBL) is an effective teaching method for medical students. It improves knowledge acquisition and has benefits regarding learner engagement and teamwork skills. In medical education it is predominately used with undergraduates but has potential benefits for training clinicians. The aims of this study were to examine the impact of TBL in a sample of psychiatrists in terms of classroom engagement, attitudes towards teamwork, learner views and experiences of TBL.

Methods: Forty-four psychiatry residents participated in an Addictions Psychiatry TBL module. Mixed-methods were used for evaluation. Self-rated measures of classroom engagement (Classroom Engagement Survey, CES) were compared with conventional lectures, and attitudes regarding the value of teams (Value of Teams Scale, VTS) were compared before and after the module. Independent t-tests were used to compare 'lecture' CES scores with TBL CES scores and pre and post scores for the VTS. Feedback questionnaires were completed. Interviews were conducted with a subset of residents and transcripts analysed using thematic analysis.

Results: Twenty-eight residents completed post-course measures (response rate 63.6%). Seven participants volunteered for qualitative interviews-one from each team. There was a significant difference in the mean CES score lectures compared to TBL (p < 0.001) but no difference was found in mean VTS score pre and post for either subscale (p = 0.519; p = 0.809). All items on the feedback questionnaire were positively rated except two regarding session preparation. The qualitative analysis generated seven themes under four domains: 'Learning in teams', 'Impact on the individual learner', 'Relationship with the teacher' and 'Efficiency and effectiveness of the learning process'.

Conclusions: In this group of residents, TBL significantly improved learner-rated classroom engagement and seemed to promote interactivity between learners. TBL was generally well-received, although required learners to prepare for class which was difficult for some. TBL did not change these clinicians' views about teamwork.

PubMed Disclaimer

References

    1. Hyrnchak P, Batty H. The educational theory basis of team-based learning. Med Teacher. 2012;34:796–801. doi: 10.3109/0142159X.2012.687120. - DOI - PubMed
    1. Searle NS, Haidet P, Kelly PA, Schneider VF, Seidel CL, Richards BF. Team learning in medical education: initial experiences at ten institutions. Acad Med. 2003;78(Suppl 10):S55–S58. - PubMed
    1. Parmelee DX, Michaelsen LK, Cook S, Hudes PD. Team-based learning: a practical guide: AMEE guide No. 65. Med Teacher. 2012;34:275–287. doi: 10.3109/0142159X.2012.651179. - DOI - PubMed
    1. Nieder GL, Parmelee DX, Stolfi A, Hudes PD. Team-based learning in a medical gross anatomy and embryology course. Clin Anat. 2005;18(1):56–63. doi: 10.1002/ca.20040. - DOI - PubMed
    1. Thomas PA, Bowen CW. A controlled trial of team-based learning in an ambulatory medicine clerkship for medical students. Teach Learn Med. 2011;23(1):31–36. doi: 10.1080/10401334.2011.536888. - DOI - PubMed

LinkOut - more resources