« Back to Search
Education During a Pandemic: Utilizing TBL in an Alternative Learning Plan for the OB/GYN Clerkship
To design an alternative learning plan adaptable to an online platform—utilizing TBL modules as a major component—for the OB/GYN clerkship at Loma Linda University School of Medicine (LLUSOM). Background:
Due to the ongoing COVID-19 pandemic, LLUSOM temporarily suspended clinical rotations. This created a need to develop an alternative learning plan for the OB/GYN clerkship. TBL offered a methodology to generate interactive teaching material modifiable to a virtual environment. Methods:
Five TBL modules were developed utilizing Team-based learning: A practical guide (Parmelee, et al., 2012). Topics included: hypertensive disorders of pregnancy, third trimester bleeding, first trimester bleeding, abnormal uterine bleeding, and primary amenorrhea. Modules were incorporated into an alternative learning plan for the OB/GYN clerkship as an adjunct to didactics. Four pilot sessions, with 19 third year medical students, were conducted over the video platform Zoom using the breakout room function. Results for the iRAT and tRAT were collected, but did not count toward students’ overall grade.Results:
Students reported an average preparation time of 3.1 hours. A paired-samples t-test revealed a significant difference between iRAT and tRAT scores for all TBLs (p< .001). A one-sample t-test showed no significant difference between NBME and OSCE scores of students who participated in the alternative learning plan and those who experienced clinical rotations (p=.604, p=.139, respectively).Discussions:
Our results suggest that TBL is an engaging teaching modality adaptable to an online setting with the potential to enhance the OB/GYN clerkship.
CREOG & APGO Annual Meeting, 2021, Student, Clerkship Director, Patient Care, Medical Knowledge, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, CME, Assessment, Team-Based Learning,