Oral Abstracts: TBL/PBL
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Oakland University William Beaumont School of Medicine
Novice medical students are not always able to connect concepts from different disciplines. The concept mapping methodology allows for a visual representation of information and is a highly effective learning strategy that allows learners to make connections between complex topics. This study aimed to investigate the effectiveness of using concept mapping to integrate medical school topics during a TBL activity held during the first semester of medical school.
First-year medical students (n=125) engaged in a TBL to reinforce immunology and microbiology concepts taught in a basic foundations course. After completing Readiness Assurance Tests, student groups were instructed to create concept maps to illustrate how the loss of CD4+ T-cells due to HIV infection leads to an inability to clear opportunistic fungal infections as an application exercise. A class consensus concept map was created that could be used for future reference. A seven-question survey was distributed to assess student attitudes regarding this learning method.
Thirty-one students responded to the survey. Overall, 77% of students were satisfied with how the TBL improved their understanding of immunology, and 63% felt their understanding of microbiology was enhanced. 74% of the respondents felt the experience allowed them to identify weaknesses in immunology, while 62% thought they could identify weaknesses in microbiology. Paradoxically, 45% agreed that concept mapping was suitable for a TBL. Free responses from the students indicate that they prefer an MCQ-based TBL over a concept mapping session TBL.
While concept mapping in a TBL format allowed students to identify weaknesses and clarify concepts, students disliked the format and preferred a standard MCQ-based format.
Texas Christian University, Anne Burnett Marion School of Medicine
Problem-Based Learning (PBL) is an active learning methodology used in medical education for students to critically examine complex clinical scenarios in a self-directed learning manner. However, there is minimal insight on how to form a functional team in the PBL process. We aim to provide medical students' perspective on how to optimize team dynamics in a PBL environment.
Our team (n=7) utilized Tuckman's 'forming, storming, norming, and performing' model of team dynamics over three months. We developed a tracking system where we recorded interpersonal challenges and solutions upon the conclusion of each weekly case and evaluated our progress during weekly debriefings. We identified the challenges we encountered, such as heavy workload, conflict, miscommunication, and low level of accountability. As solutions, we implemented setting clear responsibilities, expectations, and deadlines for team members. To monitor our progress, we performed self and peer evaluations against the targets listed in the tracking system.
We found that by setting explicit expectations for each team member, we became actively engaged by effectively managing workload and conflict, leading to improved team dynamics. We improved our ability to respectfully listen to others' views and experiences. This alleviated any potential miscommunication and increased our accountability. Building upon our team dynamics, our communication skills, efficiency, and trust in each other were strengthened. Furthermore, our ability to deeply explore the weekly cases improved.
We transformed our communication and self-directed learning experience by intentionally identifying problems related to team dynamics and implementing thoughtful interventions. Through continuous self-reflection, our team evolved and developed psychological safety. Our framework for regular self-evaluation of team dynamics has the potential to expedite the formation of a "performing team." We plan to suggest this framework for future teams in a pre-clinical curriculum to strengthen intra-professional and inter-professional collaboration.
Mayo Clinic Alix School of Medicine
Student-led medical school success guides, such as Mayo Clinic Alix School of Medicine Arizona's (MCASOM AZ) Recipes for Success (RfS), are centralized resources for disseminating pertinent information necessary to succeed in medical school. Many of these guides began as manuals made by students for students to fill a gap that the medical school was not managing. This encourages collaboration and equitable information exchange, especially benefiting students who are first-generation and/or underrepresented in medicine by serving as a resource to demystify aspects of the hidden medical curriculum.
The first independent MCASOM AZ RfS guide was disseminated in 2021 as a PDF in order to serve as a portable, centralized resource. In early 2022, we transitioned to a live website format in order to incorporate more immediate, consistent updates and garner real-time feedback from all classes.
The primary measure to determine the effectiveness and accumulate feedback for the RfS guide is a survey that has been administered to all MCASOM AZ students. The survey inquires about three main concerns: 1) how students interact with the guide, 2) how useful the guide is for them, and 3) feedback for future updates. Preliminary data reports favorable attitudes concerning the RfS guide and an interest in the development of clerkship-success guides. We project to receive both quantitative and qualitative data results for impact analysis and to develop actionable goals for improvement by January 2023.
While many guides exist in a variety of formats, currently, a description of such a resource like the â€œRecipes for Successâ€ guide has not been reported in the literature. Through this description of the RfS guide, we aim to highlight the benefits and empower other medical students, especially those at newer institutions, to adopt a similar model to foster collaboration and peer-mentorship- important values for medical student success.