Team-based learning (TBL) curriculum combined with video vignettes improves performance of undergraduate medical students on OSCE compared with TBL alone

Abstract

Background: Clinical practitioners think of frequent causes of diseases first rather than expending resources searching for rare conditions. However, it is important to continue investigating when all common illnesses have been discarded. Undergraduate medical students must acquire skills to listen and ask relevant questions when seeking a potential diagnosis.

Methodology: Our objective was to determine whether team-based learning (TBL) focused on clinical reasoning in the context of rare diseases combined with video vignettes (intervention) improved the clinical and generic skills of students compared with TBL alone (comparator). We followed a single-center quasi-experimental posttest-only design involving fifth-year medical students.

Results: The intervention group (n = 178) had a significantly higher mean overall score on the objective structured clinical examination (OSCE) (12.04 ± 2.54 vs. 11.27 ± 3.16; P = 0.021) and a higher mean percentage score in clinical skills (47.63% vs. 44.63%; P = 0.025) and generic skills (42.99% vs. 40.33%; P = 0.027) than the comparator group (n = 118). Success on the OSCE examination was significantly associated with the intervention (P = 0.002).

Conclusions: The TBL with video vignettes curriculum was associated with better performance of medical students on the OSCE. The concept presented here may be beneficial to other teaching institutions.

Keywords: OSCE; Rare diseases; Team-based learning; Undergraduate medical education; Video vignettes.

Fig. 1

Study design

Fig. 2

Study flowchart

Fig. 3

Relationships between overall OSCE score and written test score in the intervention group (A) and in the comparator group B. Gray lines—95% confidence interval