A combination TBL/PBL approach IN A medical Physiology course

J. N. Pasley* and B. A. Boateng^‡ Department of Physiology & Biophysics; ^‡Office of Educational Development; University of Arkansas for Medical Sciences, Little Rock, AR 72205 U.S.A.

PURPOSE: This study describes the use of combined team based learning (TBL) with problem based learning (PBL) in the Physiology section of an M1 integrated curriculum at UAMS. The aim was to encourage students to develop more effective clinical reasoning processes through teamwork.

METHODS: The 2007-2008 M1 curriculum was modified from a traditional discipline-oriented curriculum toward an integrated basic science curriculum. The new curriculum encouraged active learning and student participation instructional methods. Therefore, small group PBL sessions were modified by adding a TBL approach into the Medical Physiology course. In each room, students were divided in three teams of 5 -6 students each staffed by a basic scientist and a clinician. Pre-class preparation materials included a case to research with questions to answer. Faculty met before the TBL/PBL sessions to discuss format, questions and solutions. Following the iRAT and gRAT, discussions centered on the case questions. Faculty facilitated the sessions by fostering discussions on both the basic science and the clinical aspects of the case.

RESULTS:

The TBL aspect of the sessions encouraged students to effectively function as member of a team while enhancing their personal educational. This addition has enabled Physiology students to better understand the relevancy of basic science concepts to clinical medicine. Both students and faculty were enthusiastic about this process.

CONCLUSION/FUTURE DIRECTIONS: Team based learning in an integrated first year curriculum has the potential to encourage team building and effective clinical reasoning in the early stages of medical school.