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. 2020 Sep 11:7:2382120520957645.
doi: 10.1177/2382120520957645. eCollection 2020 Jan-Dec.

Integrating iPads into Team-Based Learning in the Pediatrics Clerkship: Do They Provide Any Value?

Maribeth B Chitkara  1 , Richard Pongvitayapanu  1 , Wei-Hsin Lu  1
Affiliations

Integrating iPads into Team-Based Learning in the Pediatrics Clerkship: Do They Provide Any Value?

Maribeth B Chitkara et al. J Med Educ Curric Dev. .

Abstract

Background: Team-Based Learning (TBL) is an instructional strategy that embraces the concept of a flipped classroom. At our institution, the Clerkship in Pediatrics utilizes TBL sessions to deliver curricular content rather than lecture format. In 2016, matriculating medical students were given iPads for the purpose of transitioning to electronic delivery of curricular materials in the pre-clinical phase of their study. In 2017, the Clerkship in Pediatrics was tasked with investigating methods to integrate iPad use into clinical education.

Activity: We employed the web-based platform Examplify to deliver test questions for TBL sessions over the span of 1 academic year (2018-2019). Curricular content was converted to Examplify for half of the TBL sessions and team performance for the sessions was compared to those administered traditionally. Students participating in the course were surveyed regarding their satisfaction with the 2 formats using a 15-item survey with a 4-point rating scale and open-ended questions.

Results and discussion: Integration of technology into TBL sessions was met with mixed results. Performance on the eTBL sessions was significantly higher for 2 of the 6 sessions: the Abdominal Pain (90.2% vs 84.1%, P = .04) and the Toxicology (85.6% vs 79.4%, P = .03) sessions. A majority of students felt that the eTBL sessions facilitated multiple learning styles, promoted discussions, and nurtured different learning styles. However, students also felt that the electronic sessions were more cumbersome and difficult to navigate. Future research comparing the 2 modalities using a more comprehensive integration of media content, such as video and audio files, will further inform the success of this endeavor.

Keywords: Medical education; medical students; pediatric clerkship; team-based learning; technology.

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Conflict of interest statement

Declaration of conflicting interests:The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Figures

Figure 1.
Figure 1.
Overall student team-based learning (TBL) readiness assurance process (RAP) mean scores by topic.
Figure 2.
Figure 2.
Student team-based learning (TBL) readiness assurance process (RAP) mean scores (standard deviations) by format of TBL and topic of TBL.
Figure 3.
Figure 3.
Student team-based learning (TBL) readiness assurance process (RAP) mean scores (standard deviations) by format of TBL and time of TBL.
Figure 4.
Figure 4.
Student end of clerkship survey responses (%).
See this image and copyright information in PMC

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