Tag : team-based learning

ABSTRACT: Systems-based practice: learning the concepts using a teamwork competition model.

BACKGROUND: Systems-based practice (SBP) is a core competency of the Accreditation Council for Graduate Medical Education (ACGME) that must be integrated into residency training. We sought to develop a method to improve resident understanding using a teamwork competition model. METHODS: The residents were given a pretest to assess their understanding of SBP followed

ABSTRACT: Fostering professionalism among doctors: the role of workplace discussion groups

BACKGROUND: The professionalism of doctors has come in for increasing scrutiny and discussion, within the profession and in society. Professionalism has also become of central interest in undergraduate and postgraduate medical education. There is a great deal of debate about the nature of medical professionalism, how to promote it and what

ABSTRACT: Team-based learning in a pathology residency training program

OBJECTIVES: Team-based learning (TBL) has been integrated into undergraduate and medical education curricula in many institutions. However, TBL has not been widely introduced into postgraduate medical education. Our study aimed to measure the effect of TBL on promoting learning and teamwork in the setting of pathology residency training. METHODS: Four TBL sessions were

ABSTRACT: Teaching quality essentials: the effectiveness of a team-based quality improvement curriculum in a tertiary health care institution

A unique quality improvement (QI) curriculum was implemented within the Division of General Internal Medicine to improve QI knowledge through multidisciplinary, team-based education, which also met the QI requirement for the American Board of Internal Medicine (ABIM) Maintenance of Certification (MOC) and the Mayo Quality Fellows program. Participants completed up

ABSTRACT: The Teamwork Mini-Clinical Evaluation Exercise (T-MEX): A Workplace-Based Assessment Focusing on Collaborative Competencies in Health Care

Purpose: Teamwork is an important and challenging area of learning during the transition from medical graduate to intern. This preliminary investigation examined the psychometric and logistic properties of the Teamwork Mini-Clinical Evaluation Exercise (T-MEX) for the workplace-based assessment of key competencies in working with health care teams. Method: The authors designed

ABSTRACT: The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No. 30.

Background: Team-Based Learning (TBL) is a student-centred active learning method, requiring less faculty time than other active learning methods. While TBL may have pedagogical value, individual studies present inconsistent findings. The aim of this systematic review was to assess the effectiveness of TBL on improving learning outcomes in health professions

ABSTRACT: Team Players and Collective Performance: How Agreeableness Affects Team Performance Over Time

Previous research on teams has found that agreeableness is one of the strongest personality predictors of team performance, yet one of the weakest personality predictors of individual-level job performance. In this study, we examined why teams with more agreeable members perform better. Data were collected across 4 months at 5

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

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

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

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